Enrollments in Languages Other Than En Glish in United States Institutions of Higher Education, Summer 2016 and Fall 2016: Final

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Enrollments in Languages Other Than English in United States Institutions of Higher Education, Summer 2016 and Fall 2016: Final Report

Dennis Looney and Natalia Lusin Web publication, June 2019

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the modern language association of america ii Enrollments in Languages Other Than English in United States Institutions of Higher Education, Summer 2016 and Fall 2016: Final Report

Executive Summary

TOTAL enrollments (undergraduate and graduate) in languages other than English dropped by 9.2% between fall 2013 and fall 2016, as reported in the Modern Language Association’s twenty-fifth language enrollment census. Despite the overall drop, there were gains in nearly half of all language programs (45.5%) that mitigate somewhat the downward trend. There is no denying that in some institutions the numbers are negative, but where the numbers are positive, they are impressive indeed. More than half the programs in the following languages were stable or actually increased in overall enrollments: Arabic (51.5%), American Sign Language (53.4%), Biblical Hebrew (53.8%), Japanese (57.4%), and Korean (75.0%). And the following languages had close to half their programs reporting stable or increased enrollments: Portuguese (40.5%), French (41.5%), Modern Hebrew (41.6%), German (47.1%), Latin (47.1%), Chinese (47.5%), Russian (48.6%), and Ancient Greek (48.9%). One-third of the programs in Italian (33.2%) and Spanish (36.3%) reported stability or growth. In advanced undergraduate enrollments (courses in the fifth through eighth semesters), of the fifteen most commonly taught languages, all but Spanish showed stability or growth in more than half their programs. And in graduate enrollments, all fifteen languages showed stability or growth in more than half their programs. These numbers imply that the downturn has affected introductory enrollments (the first through fourth semesters) most sharply, and indeed the 15.9% drop in enrollments at two-year institutions, a special area of concern given those institutions’ role in higher education access, corroborates that interpretation. The total number of language programs offered in fall 2016 was down by 651, or 5.3%, since 2013, whereas between 2009 and 2013 the number of offered programs declined by one. This figure includes commonly taught languages such as French (which fell by 129 programs), Spanish (118), German (86), and Italian (56), as well as less commonly taught languages such as Hindi (which declined by 8), Yiddish (5), and Thai (3). Twenty-three Indigenous American languages that reported enrollments in 2009 or 2013 were not taught in fall 2016. Staffing for less commonly taught languages tends to depend on non-tenure-track hiring, which makes those languages especially vulnerable to budget changes. Despite challenges at the local and national levels, many language programs remain strong. This report highlights examples of programs whose robust enrollments demonstrate the value of innovative curricular thinking as well as dedicated faculty members who have the support of their administration. Clearly, invest- ments are needed in language education, and this report includes case studies of successful programs on which change can be modeled.

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the modern language association of america 1

Enrollments in Languages Other Than English in United States Institutions of Higher Education, Summer 2016 and Fall 2016: Final Report

THIS report is the second of two that analyzes the findings of the Modern Lan- guage Association’s 2016 language enrollment censuses. The preliminary report presented our findings in broad terms; this final report presents a more fine-grained analysis of the results. Since 1958, the Modern Language Association (MLA) has gathered and analyzed data on undergraduate and graduate course enrollments in languages other than English in United States colleges and universities. The previous census, the twenty- third, examined language enrollments in fall 2013. In 2016, the MLA conducted the twenty-fourth and twenty-fifth censuses simultaneously, covering summer 2016 and fall 2016. This is the first time since 1971 that the MLA has gathered data on summer enrollments. From 1958 through 2009, the MLA conducted its censuses with the support of the United States Department of Education. In 2013, the census was partially funded by the National Endowment for the Humanities and the National Security Education Program, and in 2016 it was partially funded by the National Endow- ment for the Humanities.1 Since the 1970s, the overall proportion of language course enrollments to total students has held relatively steady at a ratio of just above or below 8 language course enrollments per 100 students (fig. 5). Between fall 2013 and fall 2016, enrollments in languages other than English fell 9.2% in colleges and universities in the United States; of the fifteen most commonly taught languages, only Japanese and Korean showed gains in enrollments (tables 1a and 1b). Over 45% of language programs saw stable or increasing enrollments (table 12a). Two-year institutions suffered a larger percentage drop in enrollments than four- year institutions. Between fall 2013 and fall 2016, enrollments declined by 7.3% at four-year institutions while declining by 15.9% at two-year institutions (table 2f). The total number of language programs reporting enrollments fell by 651 programs, or 5.3%, between 2013 and 2016. In contrast, the number of programs held relatively steady between 2009 and 2013, when the number declined by only one (table 10).

Methodology

Beginning in October 2016, we contacted 2,669 postsecondary institutions in the United States, using the MLA database of institutions that offer languages other than English. We supplemented the MLA list of institutions with data from the National Center for Education Statistics and from the 2016 Higher Education Directory to make sure that all accredited, nonprofit institutions were accounted for. Thirty institutions proved ineligible (this group includes institutions that merged, closed, or lost

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the modern language association of america 2 accreditation, as well as branch campuses whose enrollment numbers were reported Enrollments in with those of the main campus), reducing the total number to 2,639. Over an eleven- Languages Other Than month period, 2,547 AA-, BA-, MA-, and PhD-granting colleges and universities, or English in United States 96.5% of all eligible institutions, reported; 92 declined to participate. In addition, 20 Institutions of Higher institutions with summer enrollments provided information only about fall enroll- Education, Summer ments, making the summer 2016 response rate 95.8%. These response rates continue 2016 and Fall 2016: the high level of response that has been a goal of MLA language enrollment studies, Final Report allowing us to reaffirm that these numbers constitute censuses rather than surveys.2 Approximately one-third of the responses came from two-year colleges and two- thirds from four-year institutions. Of the 2,547 institutions that responded, 219 had no enrollments in languages other than English in fall 2016. These constituted 8.6% of responding two-year institutions and 8.6% of responding four-year institutions. In 2013 the percentages were somewhat lower: 7.5% of responding two-year colleges and 6.7% of responding four-year institutions reported no language enrollments. The percentages were considerably higher in summer 2016 than in fall 2016: 30.4% of responding two-year colleges and 42.7% of responding four-year institutions reported no language courses. The data from all MLA enrollment censuses, from 1958 to 2016, are searchable online through the Language Enrollment Database (apps.mla.org/flsurvey_search), where the full data set is also available as a downloadable spreadsheet. Included in the database are lists of institutions that did not respond and institutions that reported no language enrollments in 2009, 2013, and 2016. In conjunction with the update of the Language Enrollment Database, we have added the fall 2016 enrollment figures to the MLA Language Map apps.mla.org/( map_main), which uses data from the United States Census’s American Commu- nity Survey to display the locations and concentrations of speakers of twenty-nine languages other than English in the United States.3 Users of the Language Map will be able to locate language programs and detailed information about fall 2016 course enrollments in the regions where these languages are spoken in the United States.

Increasing, Decreasing, and Stable Enrollments

The data collected in the 2016 language enrollment census show trends that are polarized. Aggregated fall 2016 course enrollments in languages other than English were 1,417,838. In fall 2013, enrollments were 1,561,131. On the one hand, there is an indisputable drop of 9.2% across total enrollments between fall 2013 and fall 2016. On the other hand, in some sectors of the curriculum and in many institutions across the country there have been gains in enrollments that counter the negative downturn. These two facts combined mean that those programs that suffered a decline in enrollments had to decline by more than 9.2% on average. Programs reporting stable or increasing enrollments were counterbalanced by others that reported declining enrollments; among all programs and for all languages, 54.5% declined and 45.5% increased or were stable (table 12a). The largest percentages of stability or growth in 2016 were in programs of advanced undergraduate study (55.3%) and graduate study (58.1%) (table 12c and

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the modern language association of america 3 table 12d; see table 12b for data on introductory undergraduate programs). There Enrollments in may be fewer undergraduate students taking courses in languages other than En Languages Other Than glish, but the ones who are enrolled are often going further than ever before and pre- English in United States sumably are being put in a position to gain greater proficiency than ever before. The Institutions of Higher data on graduate programs and enrollments suggest that, while some graduate pro- Education, Summer grams have decreased noticeably, others are doing very well indeed. Averaged across 2016 and Fall 2016: all levels, Arabic enrollments fell 5.9%, but 51.5% of all Arabic programs recorded Final Report either stable or increased enrollments, and 36.7% reported growth (table 12a); moreover, the number of institutions that reported completed bachelor’s degrees in Arabic increased by 27.3% between 2013 and 2016 and doubled between 2009 and 2016 (table 13). French and German enrollments fell by 11.1% and 7.1%, respectively, but 41.5% of all French programs and 47.1% of all German programs reported either stability or gains. Likewise, despite the decline in Russian enrollments in 2016 (7.4%), 48.6% of all Russian programs reported stability or gains in 2016. Chinese enrollments decreased by a sizable 13.1%, yet nearly half the programs, 47.5%, were stable or experienced an increase in enrollments (table 12a). Looking more closely at the percentage of programs in Japanese (where overall enrollments increased by 3.1%) with stable or increasing undergraduate enrollments, one sees that 59.9% were stable or showed an increase at the introductory level and 60.7% were stable or showed an increase at the advanced level (table 12b, table 12c). One can conclude from the data in 2016 that a program designed to meet the needs of an institution’s students that has been provided with enough resources to survive, if not thrive, does succeed. Such programs need to be studied as models of effective foreign language teaching and learning, all the more so in a time of financial constraints, challenges to the profession, and general disregard for language study.

Fall 2016 Language Enrollments

The 9.2% decline in enrollments between fall 2013 and fall 2016 was the second- largest decline in the history of the census (the largest decline, 12.6%, was in 1972). Fall 2013 enrollments had also declined, but by a smaller margin (6.7%). The results for 2016 suggest that the results for 2013 are the beginning of a trend rather than

What Works: Thinking Outside the Book The American Association of Teachers of French has designated Elon University’s program in French exemplary for courses that catch the attention of Elon’s students. Those courses include Cultural Shifts in France through Music, French Theatre in Production, Teaching French Language and Culture through the Lens of Social Justice, Business Cultures of the Francophone World, Social Criticism through Humor, and Introduction to the Methods of Literary Analysis on the Subject of Social Justice. These courses are designed to maximize the collaborative possibilities of the classroom and rely on a pedagogy that engages students in non-textbook-based activities: they compose music, produce plays, participate in community projects, analyze the discourse of humor, and even learn to crack a few jokes of their own. This mission to make something for and with the students in French courses at Elon extends to the curriculum in English, too; take, for example, the course Eat, Pray, Love: Sacred Space and the Place of Religion in Twenty-First-Century France, a study abroad course taught in the January term in Paris and then in Montpelier. A catchy title does not a good course make, but it can help attract students.

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the modern language association of america 4 a blip; the decline between 2009 and 2016 is 15.3%. Before that decline, there had Enrollments in been sustained growth in language course enrollments (with the exception of a dip Languages Other Than of 3.9% in 1995) from 924,337 in 1980 to 1,673,566 in 2009 (fig. 1a; see also fig. 1b English in United States for graduate enrollments in these languages). Institutions of Higher In terms of ranking, Spanish and French still lead as the two most studied lan- Education, Summer guages. American Sign Language continues to be third, having displaced German in 2016 and Fall 2016: 2013. But there have been shifts elsewhere in the ranking of the fifteen most com- Final Report monly taught languages. Japanese is now fifth, replacing Italian, which is now sixth. Korean has vaulted over Ancient Greek, Biblical Hebrew, and Portuguese to take the eleventh position. Portuguese and Biblical Hebrew have switched positions. (For the sake of readability, numbers from the tables and figures are not cited extensively in the text of the report. For more detail, we recommend reading the tables and figures as well as the report.) The enrollment numbers of the fifteen most commonly taught languages cover a wide range. Spanish is in a category all its own, with 712,240 enrollments. As shown in figure 2, Spanish enrollments are still greater than all other language enrollments combined, although the difference is decreasing. French and American Sign Language enrollments are in the 100,000 to 200,000 range, while German, Japanese, Italian, and Chinese enrollments are all between 50,000 and 100,000. Arabic, Latin, and Rus- sian enrollments are in the 20,000 to 30,000 range, while Korean and Ancient Greek enrollments are approximately half that. The enrollments for Portuguese and Biblical Hebrew are almost 10,000. Modern Hebrew, with 5,521 enrollments, is in a different category, but its enrollments are significantly higher than those for the sixteenth to twentieth most commonly taught languages (Aramaic, Farsi/Persian, Vietnamese, Swahili/Kiswahili, and Hawai‘ian), whose enrollments are in the 1,500 to 2,500 range. In fall 2016, two of the fifteen most commonly taught languages showed increases in enrollments. Japanese enrollments increased by 3.1%, from 66,771 in 2013 to 68,810 in 2016; and Korean enrollments increased by 13.7%, from 12,256 in 2013 to 13,936 in 2016. The growth for Korean is particularly impressive when taking the long view: in the first MLA census, in 1958, 26 enrollments were reported for Korean. The other thirteen languages most commonly taught showed declines in enrollments in fall 2016. For most of these languages, the 2016 decline follows a decline in 2013. Spanish enrollments, for example, dropped by 9.8% after dropping by 8.3% in 2013. Spanish still lays claim to the majority of language enrollments (50.2%), but the percentage has been decreasing since 1998 (54.7%). A cluster of languages saw a decline of over 20%: Biblical Hebrew (23.9%), Ancient Greek (21.8%), Portu- guese (20.8%), and Italian (20.1%). Another cluster showed declines between 10% and 20%: Modern Hebrew (17.6%), Chinese (13.1%), and French (11.1%). Several other languages experienced what could be called, in this context, less radical decreases: Latin (8.6%), Russian (7.4%), German (7.1%), Arabic (5.9%), and American Sign Language (2.3%). Some languages whose enrollments fell between 2013 and 2016 show overall growth if we look at the decade-long span from 2006 to 2016. American Sign Lan- guage, Arabic, and Chinese, for example, demonstrated robust growth in recent censuses before 2016, resulting in an overall increase for the decade.

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the modern language association of america 5 The less commonly taught languages (LCTLs), which for the purpose of this Enrollments in study are defined as all languages not included in the top fifteen, remained flat, with Languages Other Than aggregated enrollments of 34,747 in 2016 (compared with 34,746 in 2013). LCTL English in United States enrollments increased substantially (16.4%) between 2006 and 2009, then declined Institutions of Higher moderately (11.7%) between 2009 and 2013. LCTL course offerings can be fragile Education, Summer and transitory, since the programs tend to be small and may depend on a single 2016 and Fall 2016: instructor. In addition, they may not be taught every semester, and as a result our Final Report census may miss them. In 2016, one college in the West informed us that Navajo is taught only in the spring; if the course had been taught in the fall, approximately 20 additional enrollments would have been counted in the census. In recent censuses, some institutions have begun to provide more finely grained reporting about LCTLs, listing language variants such as Levantine Arabic or Rab- binic Hebrew that they reported under Arabic or Biblical Hebrew in the past. Such detail is useful, but it also reduces the number of enrollments for the commonly taught languages Arabic, Ancient Greek, and Biblical Hebrew. As a way of bal- ancing the benefits and disadvantages of aggregation and disaggregation, we have combined all variants of Arabic, Ancient Greek, and Biblical Hebrew in most of our tables and graphs but include disaggregated enrollment numbers in table 8, our detailed table of LCTLs; the disaggregated numbers are also available in the enrollment database. In terms of percentages, between 2013 and 2016 the geographic distribution of enrollments has remained relatively stable (table 3a). Table 3b displays fall enrollments in 2009, 2013, and 2016 in each of the fifty states and in the District of Columbia. Four states recorded increases in enrollments in 2016: Indiana (8.0%), Georgia (6.6%), Idaho (2.6%), and Rhode Island (2.2%). Eight states and the Dis- trict of Columbia had reported gains in 2013. Some state losses in 2016 were sub- stantial: 28.0% in Oregon, 27.1% in North Dakota, 22.7% in Illinois, 20.2% in Wyoming, and 19.8% in Wisconsin.

What Works: Investing in Teacher Training The University of Georgia regularly has the highest enrollments in Latin in the country. Most of the enrollments are at the elementary and intermediate levels, where the program continues to use a tried-and-true grammar-and-translation-based ap- proach that follows Wheelock’s Latin, Thirty-Eight Latin Stories, and Ovid’s Metamorphoses: A Reader for Students in Elemen- tary College Latin. Many other programs also use Wheelock’s textbook and then turn to Ovid and other canonical authors but without the same impressive results. What is Georgia doing that is so effective? The answer is simple: teacher training and mentoring. Graduate students in the two-year MA program in Latin spend their entire first year in the course Latin Teaching Methods, which includes a review of the material covered in the elementary classes. They then become TAs in their second year and lead their own elementary Latin classes, where they continue to be mentored by the language coordinator. The cohort of TAs is responsible for all sections of the first-semester course, Latin 1001, the foundation of the program; faculty members teach all the courses above the introductory level. Many of the TAs pursue careers as Latin teachers in middle school and high school programs. In lieu of a traditional master’s thesis, students in the MA program in Latin produce teaching portfolios whose projects they can take to classrooms in the future. The department has a tradition of collaborating with K–12 Latin programs, chiefly high school programs, and engages with the National Junior Classical League and the Foreign Language Association of Georgia. This collaboration has helped the department recruit eager and excellent Latin students to the university from throughout the state.

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the modern language association of america 6 Trends in Language Enrollments

Enrollments in Table 4 shows the total number of fall enrollments in modern language courses in Languages Other Than relation to the total number of students registered in postsecondary institutions in English in United States Institutions of Higher the United States. Students taking language courses, particularly majors, may enroll Education, Summer in more than one language class per semester and therefore may be counted more 2016 and Fall 2016: than once in our census. Thus numbers of students attending institutions of higher Final Report education and enrollments in language courses are not equivalent groupings. None- theless, the ratio of language course enrollments to total students registered in postsecondary institutions is a figure that over time can serve as an important indicator of student involvement in the study of languages. The 2016 ratio stands at 7.5, a decline from 8.1 in 2013 and a continuation of the decline from the 9.1 ratio in 2006 (see also fig. ).5 The 2016 ratio is less than half of what it was in 1960 and approaches the lowest ratio recorded, 7.3, in 1980. But since 1974 the ratio has hovered just above or below 8 per 100, so this number is within that range, and perhaps whatever follows it in the next census will be proven to remain within the norm. Table 4 also shows that, while total postsecondary enrollments since 1960 have shown a growth index of 488.8, modern language enrollments in the same period have a growth index of 225.6. In other words, the growth in language enrollments has not kept pace with the increasing postsecondary population. Table 5 presents fall language course enrollments in the fifteen most commonly taught languages for the fifty-eight-year span between 1958 and 2016. The percentage change between 1958 and 2016 for Arabic, Chinese, and Japanese is over 8,000%, but it is Korean, with a 53,500% increase, that has the highest percentage change. No percentage change over the long term can be calculated for American Sign Language, since it was not reported in 1958, or even as late as 1986. But, from reported enrollments of only 1,602 in 1990, it has grown to become the third most commonly taught language in colleges and universities in the United States. Table 6 compares enrollments in the fifteen most commonly taught languages as percentages of total language enrollments and reveals relatively little change in the percentage share since 2013. In contrast, between 2009 and 2013 the percentage for American Sign Language increased by 1.5 percentage points, while the percentage for Spanish declined by 0.8 percentage points (fig. 3a, fig. 3b, and fig. 3c illustrate these trends).

Two- and Four-Year Institutions and Declining Enrollments

Are four-year institutions reducing their language programs and sending their students to nearby two-year institutions to take language courses? The data disprove this notion. If that were the case, then four-year institutions should show a disproportion- ately high drop in enrollments as compared with two-year institutions. Table 2f compares fall enrollments over time and shows that, on the contrary, two-year institutions have taken a disproportionate share of the decline. In the early years of the census, enrollments at two-year institutions grew faster than they did at four-year institutions, but then the growth slowed and eventually reversed itself. Between fall 2013 and fall 2016, enrollments declined by 7.3% at four-year institutions while declining by

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the modern language association of america 7 15.9% at two-year institutions. Over the wide span of time between 1959 and 2016, Enrollments in enrollments at two-year colleges increased by 547.3%, and those at four-year institu- Languages Other Than tions increased by 128.9%. But over the last decade enrollments at two-year colleges English in United States declined by 20.9%, while those at four-year institutions declined by only 6.8%. Institutions of Higher There are, however, notable exceptions that are not visible when looking at these Education, Summer broad trends. When a four-year institution and a neighboring community college 2016 and Fall 2016: establish an articulation program, for example, both can end up with healthy enroll- Final Report ments with no noticeable drop.

Other Institutional Characteristics and Declining Enrollments

In addition to comparing enrollments at two-year and four-year institutions, we looked at enrollments in relation to other institutional characteristics: by institutional size, by Carnegie Classification, by acceptance rate, and by control and affiliation (i.e., by public, private independent, and private religious categorizations). Although there were differences (for example, private religious institutions showed a smaller enrollment decline between 2013 and 2016 than public institutions or private independent institutions), the differences were not as pronounced as they were when looking at enrollments in two-year and four-year institutions (table 2g, table 2h, table 2i, and table 2j).

Distribution of Enrollments by Institutional or Program Type

Tables 2a, 2b, and 2c explore distribution patterns in language enrollments in the top fifteen languages at each level of postsecondary instruction: in two-year colleges, in four-year undergraduate programs, and in graduate programs; table 2d looks at the levels in aggregate. Most languages at all three levels show declines between 2013 and 2016. Table 2e presents the distribution of language enrollments from 1959 to 2016 between those in two-year colleges and those in four-year undergraduate programs and graduate programs. The trend described in this table shows growth in the share of enrollments at the two-year level over four decades, with a decrease in that share beginning in 2006 and continuing through 2016.

What Works: Integrating Language and Culture The Department of German at Georgetown University reported increased enrollments in fall 2016 for all three levels of study included in the census: introductory undergraduate (183, up from 176 in 2013 and 135 in 2009), advanced undergraduate (43, up from 28 in 2013 and 13 in 2009), and graduate (36, up from 34 in 2013 and 19 in 2009). Its headline-making undergraduate curriculum reflects the department’s commitment to close collaboration between literary and cultural studies faculty members and colleagues with primary expertise in second language acquisition and linguistics. The four-year curriculum fully integrates language and content; it emphasizes developing cultural literacy and fostering advanced language acquisition. The revamped PhD program prepares students for diverse career paths in and outside the academy, focusing on reimagining the dissertation beyond the monograph and reducing time to degree for all doctoral students to five years—goals that closely align with the recommendations set forth in the 2014 report of the MLA Task Force on Doctoral Study. The redesigned graduate program also reaffirms the department’s long-standing practice of making teacher preparation an integral part of doctoral education and addresses the nexus between undergraduate and graduate curricula at institutions where PhD students routinely serve as TAs.

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the modern language association of america 8 Enrollments fell at two-year colleges in 2016 for all of the top fifteen languages Enrollments in but Japanese and Korean (table 2a); these are the same two languages that increased Languages Other Than in overall enrollments (see table 1a and table 1b). However, Korean showed a larger English in United States increase at the two-year level (21.4%) than at the overall level (13.7%), while the Institutions of Higher increase in Japanese enrollments at the two-year level was very slight (0.3%), much Education, Summer lower than at the overall level (3.1%). Farsi/Persian, Hawai‘ian, and Vietnamese 2016 and Fall 2016: enrollments at the two-year level are sufficiently high so that those languages are Final Report among the fifteen most commonly taught at two-year institutions. They remain in this category even though they all suffered declines between 2013 and 2016: Hawai‘ian declined by 5.8%, while Farsi/Persian and Vietnamese had steeper declines of 30.3% and 24.0%, respectively. Over the entire span of the census, some languages have experienced astronomical growth at the two-year level: Arabic, for example, had 14 enrollments in 1959 and 4,701 enrollments in 2016, while Japanese enrollments increased from 69 to 14,625. Between 2013 and 2016, undergraduate enrollments at four-year institutions fell in all but three of the fifteen most commonly taught languages table( 2b). As is the case at two-year institutions, enrollments in Japanese and Korean rose; the increases were 4.0% and 18.0%, respectively, echoing the rise in overall enrollments. In addition, undergraduate enrollments in American Sign Language increased by 3.9% at four-year institutions. In general, for languages that had declining enrollments, the percentage decline was greater at two-year institutions than at four-year institutions: for example, German declined by 18.6% at two-year institutions and by 5.5% at four-year institutions; the corresponding numbers for Arabic were 15.8% and 3.6%. Portuguese was an exception: it declined by 12.3% at two-year institutions and by 20.9% at four-year institutions. The languages that showed increases in enrollments at the graduate level are not those that showed increases at the two-year or four-year undergraduate level. Between 2013 and 2016, graduate enrollments grew in Chinese by 6.5%, in Latin by 10.1%, and in Aramaic by 137.9% (table 2c). Several languages that have shown remarkable growth in overall enrollments in the last two censuses suffered severe declines in graduate enrollments between 2013 and 2016. Graduate enrollments in American Sign Language declined by 30.9%, those in Portuguese by 30.2%, and those in Korean by 69.9%. Given the undergraduate interest in these languages, the decline in graduate enrollments may lead to a shortage of teaching faculty in Ameri- can Sign Language, Korean, and Portuguese. Spanish enrollments fell at every institutional level for the second time in the history of the census, following an initial drop in 2013. Two-year institutions posted the largest decline (17.2%), from 200,984 in 2013 to 166,481 in 2016. Whereas Spanish graduate enrollments have fluctuated over the past several decades, four-year undergraduate enrollments in Spanish had risen steadily from 1974 to 2009, and two-year college Spanish enrollments had done the same between 1980 and 2009. Spanish, French, German, Italian, and Russian have been the most prominent modern European languages in the American higher education curriculum for many decades. All have declined, but not in the same way. French, German, and Rus- sian undergraduate enrollments fell precipitously in 1995 and have yet to recover.

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the modern language association of america 9 (In 2009, there were small increases in undergraduate enrollments in all three lan- Enrollments in guages, but these gains have been lost in subsequent censuses.) Graduate enrollments Languages Other Than in French, German, and Russian have been trending downward since 1990. Spanish, English in United States on the other hand, made a meteoric climb through 2009, then declined at all levels Institutions of Higher over the last two censuses. Italian has followed a similar path: although it suffered Education, Summer a decline on the undergraduate level in 1995, unlike French, German, and Russian 2016 and Fall 2016: it recovered and continued to grow, and like Spanish it began to decline only much Final Report later. Undergraduate Italian enrollments started to decline after the 2009 census, graduate enrollments after the 2002 census. The data on the percentage of enrollment change show these trends. The last column in table 5 shows enrollment change from 1990 (the census before the 1995 decline occurred for French, German, Italian, and Russian) to 2016 for overall enrollments (two-year, four-year undergraduate, and graduate). French, German, and Russian enrollments declined by 35.7%, 39.7%, and 54.2%, respectively. Italian and Spanish, on the other hand, showed an overall increase for the time period, despite recent trends: Italian increased by 13.9% and Spanish by 33.3%. Ancient Greek, Arabic, Biblical Hebrew, Modern Hebrew, and Portuguese enrollments declined at all institutional levels for which they were listed (Ancient Greek and Biblical Hebrew do not appear among the fifteen most commonly taught languages at two-year institutions, and Modern Hebrew does not appear among the fifteen most commonly taught at two-year institutions and for graduate courses). Enrollments in Chinese at the two-year level declined for the second census in a row and also at the four-year undergraduate level after rising in 2013. They increased, however, at the graduate level, for the second census in a row. Japanese enrollments are even more mixed: two-year enrollments remain virtually unchanged since 2013, four-year enrollments have increased since 2013, and enrollments in graduate courses continue their decline, which began in 1998 after a steep sustained increase that started in 1980. Graduate enrollments in Japanese stand at 479 in 2016, down from 1,406 in 1995. Given the growth of Korean overall, it is not surprising that enrollments have increased at the undergraduate levels with almost no instances of decline over the decades. But Korean enrollments in graduate courses did fall, from 657 in 2013 to 198 in 2016. Latin undergraduate enrollments fell, posting a 42.9% decline at the two-year level and an 8.1% decline at the four-year level. But Latin graduate enrollments increased by 10.1%, climbing to 1,032 from 937. Despite the explosive growth of American Sign Language in the past several decades, enrollments declined at the two-year level and for graduate courses in 2016. At the two-year level, they declined for the second census in a row. But they increased at the four-year undergraduate level, from 56,065 in 2013 to 58,233 in 2016. The declines at the two-year and graduate levels, however, do not undo the long-term growth in American Sign Language, which has been enormous. As table 5 shows, from 1990 to 2016, enrollments in American Sign Language increased by 6,582.9%. The drop in graduate enrollments in twelve of the fifteen most commonly taught languages is mirrored in a decreasing number of PhDs granted in language fields. The languages listed in the National Science Foundation’sDoctorate Recipients from

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the modern language association of america 10 U.S. Universities in unaggregated form do not include all of the fifteen most com- Enrollments in monly taught languages (they include Arabic, Chinese, French, Germanic, Italian, Languages Other Than Japanese, Russian, and Spanish). But of those all except one showed a decline in the English in United States number of PhDs granted in the decade 2006–16. The exception was Italian, where Institutions of Higher the number grew by 13.3%. Even Chinese, which grew in graduate enrollments in Education, Summer 2016, showed a 10.5% decline. PhDs granted in other languages fell even more radi- 2016 and Fall 2016: cally, by 44.4% in Arabic, 45.3% in Spanish, 50.0% in Russian, and 61.5% in Japa- Final Report nese. French and Germanic showed more moderate declines of 3.6% and 10.7%, respectively (Doctorate Recipients, table 13).

Ratio of Introductory to Advanced Undergraduate Enrollments

Beginning in 2006, the census included questions that track the distinctions between enrollments in introductory and advanced courses. For the purpose of the census, we define introductory enrollments as those in first- and second-year courses and advanced enrollments as those in third- and fourth-year courses. Enrollments in introductory classes may include a variety of tracks. In some institutions, enrollments in introductory classes reflect the presence of a language or a linguistic or cultural

What Works: Curricula that Respond to Student Needs In 2016, Italian endured a 20.1% decline in enrollments—the greatest overall decline of any language in the top ten most commonly taught languages. There were warning signs in previous MLA censuses: Italian consistently recorded the highest ratio of introductory to advanced courses (e.g., 11:1 in 2013, double the ratio in the other West European languages), indicating that a far greater number of students were taking introductory rather than advanced courses. This imbalance raised concern about students’ not progressing to proficiency and not completing degrees in Italian (i.e., not majoring in the language). To compensate for fewer students at higher levels of courses in the target language, many Italian programs have pivoted to an Italian studies model and now offer more courses in English at the advanced level. Programs in classics and Russian or Slavic often adopt a similar strategy. But even in 2016, just over a third of the programs that report enrollments in Italian show stable or increased enrollments in courses taught in the language. How does a program maintain or build its numbers in a time of overall decline? The program in Italian at St. John’s University in Queens, NY, has the largest enrollments in the country. Not surprisingly, it exempli- fies many of the best practices that position a program for growth. It regularly offers a full array of courses, newfangled and traditional. There are courses on topics in cultural studies broadly understood, such as cinema, food, the Internet, music, and opera. And there are courses on mainstays of the literary canon, such as Dante, Boccaccio, the Renaissance, and modern Ital- ian theater. There are also courses that build on the vocational possibilities of a degree in a language other than English, such as Italian for business, the art and skill of translation, and international internships. In short, colleagues at St. John’s have developed a curriculum that responds to their students’ needs, providing a range of courses on the Italian cultural tradition taught in lingua, as well as courses that emphasize career options, often offered in combination with other departments and programs. The takeaway is that a mix of curricular options for students is good. It certainly doesn’t hurt that the St. John’s administration embraces Italian Americans as a key constituency in its community relations. We need to remind our students that the liberal arts major is not the same thing as a career, but we should point out that a degree in languages can offer interesting vocational possibilities. The faculty members at St. John’s University get this. In addition to the traditional major in Italian (or French or Spanish), other tracks are mapped out for students with direct connections to work after graduation in accounting, international business, business administration, international communication, education, hospitality management, and library science. In some cases, a fifth year of specialized study can lead to a bachelor’s degree in Italian or another language and a master’s degree, for example, in library science.

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the modern language association of america 11 general education requirement. Advanced undergraduate language enrollments may Enrollments in lead to language minors and majors and may also reflect courses taken as a part Languages Other Than of professional preparation, such as Spanish for the health professions, French for English in United States business, German for engineering, and so on. Although different languages require Institutions of Higher different time frames for attainment of competency levels, enrollment in advanced Education, Summer classes should indicate the beginning of a functional level of proficiency for most Eu- 2016 and Fall 2016: ropean languages. Languages such as Arabic, Chinese, Korean, and Russian require Final Report extended learning periods for most native speakers of English. Whichever language is under consideration, the census allows a longitudinal view that makes it possible to monitor relative changes in levels of ability for all languages. It is also possible to note institutional responses to students’ changing interests in those languages. One caveat should be noted in the discussion of introductory versus advanced enrollments: in most cases, numbers are reported to us not by language specialists but by institutional staff members responsible for maintaining records. Directors of institutional research, registrars, and designated staff members in the appropriate dean’s office will generally distinguish introductory from advanced enrollments on the basis of course numbers; while these numerical designations are usually regular- ized, they are not universally transparent as an indication of course level. Languages taught at beginning levels in linguistics or anthropology departments, for instance, may not be assigned the numbers traditionally reserved for introductory courses (e.g., Linguistics 101 will be reserved for an introduction to linguistics). When introductory courses in American Sign Language are offered outside language departments, they may carry a course number that is associated with an upper-level course. In multilanguage departments, languages offered occasionally also may not receive the standard 101-102 or 201-202 designation. Table 7 shows the fall 2016 undergraduate introductory and advanced enrollments for the fifteen most commonly taught languages and the aggregated LCTLs and provides a ratio of introductory to advanced enrollments; these comparisons are visualized in figure 4. The 5:1 ratio for French, German, Japanese, Korean, and Spanish, for example, indicates that for every five introductory enrollments there is one enrollment in an advanced course at the undergraduate level. The table also shows, for comparison, the ratios for 2009 and 2013. With the notable exception of Korean, the most commonly taught languages showed decreasing enrollments at the advanced level between 2013 and 2016. Ad- vanced enrollments in Korean increased from 2,212 in 2013 to 2,329 in 2016. In addition, Arabic maintained almost the same number of advanced enrollments between 2013 and 2016. In 2016, five languages and the aggregated LCTLs had a 4:1 or better ratio of introductory to advanced undergraduate enrollments (i.e., advanced classes made up 20% or more of all undergraduate enrollments): Biblical Hebrew (2:1), Chinese (3:1), Portuguese (3:1), Russian (3:1), Ancient Greek (4:1), and the aggregated LCTLs (4:1). Biblical Hebrew also had the greatest proportionate number of enrollments at the advanced level in 2013. Five additional languages had a 5:1 ratio of introductory to advanced enrollments: French, German, Japanese, Korean, and Spanish. Arabic (7:1), Latin (7:1), Mod- ern Hebrew (7:1), American Sign Language (9:1), and Italian (10:1) had the lowest

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the modern language association of america 12 percentages of enrollments at the advanced level in 2016—not surprising in Ameri- Enrollments in can Sign Language and Arabic given the relative newness of programs in these two Languages Other Than languages, whose solid enrollments at the introductory level will likely foster the cre- English in United States ation of additional advanced courses in the years to come if additional faculty mem- Institutions of Higher bers are hired to support the growth in these languages. Likewise, the steady decline Education, Summer in the proportion of advanced enrollments in Korean—from a 3:1 ratio in 2009 to a 2016 and Fall 2016: 4:1 ratio in 2013 to a 5:1 ratio in 2016—may simply be a reflection of the remarkable Final Report recent growth in Korean enrollments: as large numbers of students begin to study at the introductory level, they skew the ratio, and in later years the ratio may readjust. Comparison of the ratio of undergraduate enrollments at the introductory and advanced levels, moving from 2009 to 2013 to 2016, shows interesting trends. Only two languages, American Sign Language and Chinese, have steadily increased the proportion of advanced enrollments over the eight-year period. In four—Biblical Hebrew, French, German, and Korean—the ratio has decreased over this same period, marking a downward trend in advanced enrollments for these languages. The proportion of advanced enrollments to introductory enrollments in Modern Hebrew grew between 2009 and 2013 but then decreased between 2013 and 2016. Italian and the aggregated LCTLs did the opposite, decreasing then increasing in the same time periods. In 2016, Italian returned to the same ratio that it had in 2009 (10:1). The Italian differential between introductory and advanced undergraduate enrollments is the most marked; as can be seen from the numbers given above, the differential varies widely from one language to another.

Summer 2016 Enrollments

In 2016, the MLA conducted its third census of summer term enrollments (table 1c). If institutions had more than one summer term, we asked them to report combined enrollments for all summer terms. The total number of enrollments was 200,653 (previous reporting on summer terms showed 141,901 enrollments in 1969 and 137,615 in 1971). Summer language enrollments are not widespread: 981 institutions reported that they had no language enrollments in the summer; in contrast, only 219 reported no enrollments in the fall. It may be that limited funding (or the lack of funding) for summer study kept language enrollments low for the 2016 summer term. Since regulations prevented the use of federal assistance for summer courses at the time of data collection, one major source of potential funding was excluded (see America’s Languages 28). The summer does not appear to be the time when students explore the less commonly taught languages. Only 1.8% of summer enrollments were in the aggregated LCTLs (in the fall, the percentage was higher, at 2.5%). Instead, enrollments skew heavily toward Spanish, which constituted 61.6% of language enrollments in the summer as compared with 50.2% in the fall. The languages most commonly taught in the summer are the same as in the fall, but their rankings are different. American Sign Language has the second-highest number of enrollments, ahead of French; other languages that shifted position are Chinese, Ancient Greek, Biblical Hebrew, Italian, Korean, Latin, Portuguese, and Russian.

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the modern language association of america 13 Names of Languages

Enrollments in Variations in usage by reporting institutions introduce occasional incongruities Languages Other Than in the names of languages appearing in the censuses. From 1958 until recently, English in United States Institutions of Higher our practice was to use the name under which each language was reported to us, Education, Summer preserving slight variations in spelling on the principle that these frequently mark 2016 and Fall 2016: a significant social, cultural, or linguistic distinction to speakers or scholars of Final Report the language. On a number of occasions, however, our consultants and specialists in the field made a case for combining certain language terms. They argued that, when enrollment numbers are scattered among different terms for the same language, an inac- curate picture is painted of the status of that language. For this reason we combined, for example, enrollments for Farsi and Persian under the term Farsi/Persian. Some speakers and linguists consider Filipino, Pilipino, and Tagalog distinct languages; others do not. After much discussion with experts in the field, we decided to use the combined term Filipino/Pilipino/Tagalog. We did not combine language terms in all cases, however. The extent of difference between the Native American languages reported as Lakota and Dakota, project consultants tell us, may be in dispute among some linguists, but the distinction is important among communities of speakers, and so we report enrollments as they are reported to us. And, while some institutions list Dakota and Lakota as distinct languages, others tell us they teach Dakota/Lakota.

What Works: Community and Cross-Disciplinary Connections America’s Languages: Investing in Language Education for the Twenty-First Century, a report published by the American Academy of Arts and Sciences in 2017, recommends that the study of Native American languages be revitalized. Indeed, strong programs are already in place in which curricula designed for students of Native American and Amerindian languages are proving effective. Enrollments in Anishinabe, Cherokee, Ojibwa, and Tohono O’odham, among others, grew between 2013 and 2016. Navajo, the Native American language with the largest enrollments, was stable, showing only a negligible decrease from 854 in 2013 to 834 in 2016. Quechua, also known as Kichwa, the Amerindian language used by the Incan empire at its height in the sixteenth century, is spoken today by over ten million people in the Andean Highlands of Bolivia, Peru, Ecuador, Argentina, and Columbia. In the United States, Quechua enrollments have doubled in a decade, from 55 in 2006 to 108 in 2016. While the absolute numbers are not large, the noticeable increase documents the growing interest in the language, which was taught at sixteen different institutions across eleven states in fall 2016. Ohio State University offers a sequence of courses from beginning through intermediate for students pursuing minors in Andean or Amazonian studies and for students complementing their work in Spanish, Portuguese, or other fields. At New York University, elementary and intermediate Quechua courses are offered for credit through the Center for Latin American and Caribbean Studies, which benefits greatly from an outreach committee that organizes events that showcase the language. An alumnus of the university who served on the committee has established a weekly radio show in Quechua that connects with the greater New York community of Quechua speakers. The Amerindian language K’iche’ Mayan, also known as Quiché, is regularly offered to students at Duke University, Vanderbilt University, and the University of Virginia through a partnership that guarantees students four consecutive semesters of instruction in the language. Gathering in smart classrooms at all three campuses, students meet virtually in real time. Vanderbilt also offers undergraduate and graduate students a wide variety of study abroad programs in Guatemala, where they can apply their study of the language to projects in fields from anthropology and archaeology to business and health.

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the modern language association of america 14 We report enrollments individually in Danish, Norwegian, and Swedish, but we Enrollments in also report enrollments—as reported to us—in Scandinavian; we have checked with Languages Other Than reporting institutions and know that more than one of these languages is being English in United States taught in courses under the regional designation. Institutions of Higher Specialists in American Sign Language, Arabic, Biblical Hebrew, Chinese, Farsi/ Education, Summer Persian, French, Greek and Latin, Italian, Japanese, Korean, Modern Hebrew, 2016 and Fall 2016: Filipino/Pilipino/ Tagalog, Portuguese, Russian and other Slavic languages, Spanish, Final Report and Swahili responded to our requests to review data and nomenclature, and we have relied on their expert assistance to sort through a variety of language issues.4

Less Commonly Taught Languages (LCTLs)

For the purpose of this report, we characterize as less commonly taught all languages other than the top fifteen as listed in table 1a when speaking of languages at all program levels. The list of the top fifteen languages changes when we look at subsets, so that designation as an LCTL is specific to context (e.g., Hawai‘ian and Vietnamese are among the languages commonly taught in two-year colleges). Several LCTLs are language variants that in earlier census years were reported in larger categories, some among the commonly taught languages; thus the list of LCTLs in table 8 includes enrollments in variants not reported until 2013, such as Ancient Aramaic and Egyptian Arabic. A total of 310 LCTLs were offered in 2009, 2013, or 2016, as shown in table 8 (304 LCTLs were listed in the 2013 report, 244 in 2009). Programs in less commonly taught languages are sometimes short-lived: 29 LCTLs with enrollments in 2016 did not show enrollments in either of the previous two censuses, whereas 78 LCTLs offered in either one or both of the two previous census years were not offered in 2016. Of the 310 LCTLs, 85 were taught in only one reporting institution; at many institutions, extremely low enrollments suggest that study was organized without classroom instruction, perhaps in the form of tutorials, online instruction, or a combination of both. At the same time, enrollments in several LCTLs recorded limited but solid continuing interest. Tables 9a–9d show data on the LCTLs within each region, present- ing enrollments in selected years since 1974. In Middle Eastern or African LCTLs (table 9a), total enrollments in 2016 reached over 2,000 in two languages, Aramaic and Farsi/Persian, and approached the 2,000 mark in one more, Swahili/Kiswahili. While some LCTLs appear and disappear from the historical enrollment record, these three languages, as well as Akkadian and Yoruba, have consistently shown enrollments in the census since 1958. The number of institutions that teach these languages varies (table 10): Akkadian was taught at only 17 institutions in 2016, while Farsi/Persian was taught at 73 and Swahili/Kiswahili was taught at 67. Both Aramaic and Yoruba were taught at 18 institutions. Some of the other Middle Eastern or African LCTLs are taught at only a few institutions: Malagasy first appeared in the census in 2013 and was taught at two institutions in 2016; Somali first registered enrollments in the census in 1983 and was taught at three institutions in 2016. Zulu has been listed in the census

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the modern language association of america 15 longer (since 1974, when it was taught at one institution) and is now taught at 11. Enrollments in Only three out of the fifteen Middle Eastern or African LCTLs suffered a decline in Languages Other Than enrollments between 2013 and 2016, and collectively these LCTLs increased their English in United States enrollments by 28.3%, differing sharply from overall enrollment trends in 2016. Institutions of Higher The top fifteen European LCTLstable ( 9b), on the other hand, had an 18.0% de- Education, Summer cline in enrollments, almost double the overall decline of 9.2%. Only one language, 2016 and Fall 2016: Biblical Greek, had enrollments over 1,000; enrollments in the other fourteen lan- Final Report guages ranged between 236 and 785. Individually, the European LCTLs follow three different trends. Dutch, Finnish, Modern Greek, and Polish all declined more or less along the lines that overall enrollments declined. Dutch and Modern Greek enrollments fell in 2013 and 2016, Polish started falling in 2009, and Finnish declined in 2016. Modern Greek enrollments in particular fell very sharply after having experienced a steep rise between 1995 and 2009: in 2016 they were less than half of what they were in 2009. Norwegian and Swedish have taken a different trajectory: since 1995 their enrollments have been remarkably steady. In the third category are four languages that have increasing enrollments: Czech rose by 12.9%, Irish by 12.7%, Romanian/Rumanian by 19.4%, and Yiddish by 61.4%. Romanian/ Rumanian has climbed uninterruptedly since 1995. The number of institutions that teach these LCTLs varies from a low of two institutions for Slavic languages to a high of 51 for Biblical Greek, but for almost half of the languages listed the number of institutions is between 10 and 20—for example, 19 for Czech, 11 for Finnish, and 18 for Norwegian. Of the top fifteen Asian and Pacific LCTLstable ( 9c), five have over 1,000 enrollments in 2016; the other ten range from 267 to 698. Almost half of these languages showed enrollment increases in 2016: Armenian, Burmese, Classical Chinese, Hindi- Urdu, Indonesian, Mandarin, and Thai. Some of the increases were considerable. Ar- menian rose by 63.6%, from 693 enrollments in 2013 to 1,134 in 2016. Enrollments in Thai and Urdu have zigzagged for the past four censuses, after steep growth in

What Works: Sharing Courses To survive in the face of lower enrollments, language departments might consider sharing a single course across several campuses. This sort of collaborative distance-learning model of language education offers a sustainable solution to the teaching of all languages, especially the less commonly taught languages, for which low enrollments are the norm. The Shared Course Initiative—a collaborative project of Columbia University, Cornell University, and Yale University—has developed a synchro- nous, interactive, and learner-centered environment for course sharing: face-to-face instruction takes place in the institution where a course originates, and the course is shared through videoconferencing to students in the other two partnering institutions. The initiative leverages the resources of the three institutions to expand curricular offerings in languages, create professional development opportunities, and foster sustainable communities of practice among learners and instructors. Instead of eliminating programs or requirements, colleges and universities should recommit to language instruction, taking advantage of blended learning programs to provide opportunities for advanced study in languages. Moreover, institutions of higher education should develop regional consortia that facilitate the sharing of language and other educational resources. Faculty members in German and Arabic from the thirteen colleges in the Great Lakes College Association have begun developing advanced undergraduate courses across campuses as part of the Global Crossroads Shared Language Program. A 2017 symposium sponsored by the Andrew W. Mellon Foundation showcased examples of consortia working to share courses. Sunoikisis, a consortium of classics departments, provides guidance in sharing courses in classical languages and civilization.

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the modern language association of america 16 earlier censuses, while Filipino/Pilipino/Tagalog enrollments have had small declines Enrollments in since 2009. Enrollments in Cantonese, Hmong, and Turkish increased substantially Languages Other Than in 2013, despite overall trends, but declined in 2016. Sanskrit, in contrast, has been English in United States declining since 2009. Growth in Vietnamese and Hindi was considerable through Institutions of Higher 2009 but was reversed in 2013 and 2016. The overall trend for Asian and Pacific Education, Summer LCTLs, however, is positive: enrollments increased by 4.7% between 2013 and 2016. 2016 and Fall 2016: The number of institutions that teach these LCTLs varies from eight for Burmese Final Report to 53 for Hindi, but more than half the languages listed are taught in 20 or more institutions—for example, Sanskrit (26), Turkish (47), and Vietnamese (45). Among the top fifteen indigenous American languages table( 9d), only Hawai‘ian registered more than 1,000 enrollments; enrollments in the other fourteen languages ranged from 56 to 834 in 2016. Enrollments rose in nine of the languages, sometimes by a considerable percentage. Inupiaq enrollments, for example, increased by 240.9%, going from 22 in 2013 to 75 in 2016. But the languages with the highest enrollments declined (Hawai‘ian by 28.1% and Navajo by 2.3%). Because of the weight of these enrollments, overall enrollments for indigenous American languages declined between 2013 and 2016 by 8.4%. The number of institutions that teach these LCTLs is small. Blackfeet, Crow, and Tohono O’odham are each taught at one institution; Inupiaq at two; and Anishinabe, Choctaw, and Kiowa at three. Four other languages are taught at fewer than ten institutions: Lakota (4), Muskogee/ Maskoke/Creek (4), Dakota (6), and Cherokee (8). Only four indigenous American languages are taught at more than a handful of institutions. Hawai‘ian is taught at 15 institutions, Navajo is taught at 14, Quechua/Kichwa languages are taught at 16 institutions, and Ojibwa/Ojibway/Ojibwe is taught at 18. Of the LCTLs for which enrollments were reported in fall 2016, 52 were offered at two-year institutions, 203 were offered in four-year undergraduate programs, and 108 were reported at the graduate level. Enrollments fell in the LCTLs as a group by 1,380 (3.4%) between 2013 and 2016, but this change is not uniform across institutional types. Two-year institutions have taken the brunt of the decline, falling by 1,447 enrollments. In percentage terms, they fell by 24.6%, which is higher than the decline in overall enrollments for two-year institutions (see table 2f, which shows an overall decline of 15.9% in two- year enrollments between 2013 and 2016). Undergraduate four-year enrollments in the LCTLs, in contrast, rose slightly by 462 (1.6%). Graduate enrollments in LCTLs, like enrollments at two-year institutions, fell, but not as sharply. They declined by 395 enrollments, or 8.8%. The apparent discrepancy between the 3.4% decline in LCTL enrollments as calculated using the numbers in table 8 and the 0.0% increase in LCTLs reported in table 1a results from differences in categorization. In table 1a (and in other tables in the report, except tables 8, 9a, 9b, and 10), various forms of Ancient Greek, Arabic, and Biblical Hebrew (such as Koine Greek, Moroccan Arabic, and Rabbinic He- brew) are included in the categories of Ancient Greek, Arabic, and Biblical Hebrew; in other words, they are a part of the fifteen most commonly taught languages. Table 8 disaggregates all the enrollment data, and language categories such as Koine Greek, Moroccan Arabic, and Rabbinic Hebrew are included with the other LCTLs.

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the modern language association of america 17 It is important to repeat that enrollments represent course enrollments and not Enrollments in students; thus, for instance, 20 graduate enrollments in Czech might represent only Languages Other Than 10 graduate students. Loss of even a few enrollments in an LCTL may signal a English in United States threat to a program at a particular institution, or even to the language if it is taught Institutions of Higher at only an institution or two. Furthermore, a single canceled class in a fall semester Education, Summer can make a language seem to disappear in some MLA enrollment census years. 2016 and Fall 2016: Final Report The Number of Institutions Reporting Enrollments

Enrollment numbers are not the only measure of the health of the language field. Tables 10, 11a, 11b, and 11c, which track the number of institutions reporting enrollments over time, help illuminate the issue from another angle. Table 11a shows increases in the number of institutions reporting enrollments in five of the fifteen most commonly taught languages in 1990, 2009, and 2016. Not surprisingly, they are American Sign Language, Arabic, Chinese, Korean, and Portuguese, all languages that have grown in enrollments in recent censuses. But, surprisingly, Japanese, which posted an increase in enrollments in 2016, shows a decline in the number of institutions reporting enrollments, from 711 in 2009 to 680 in 2016. The number of institutions reporting Ancient Greek, French, German, and Russian enrollments has fallen uninterruptedly in the decades that table 11a describes. The number reporting German enrollments, for example, fell from 1,356 in 1990 to 1,111 in 2009 and then to 990 in 2016. For the remaining languages among the fifteen most commonly taught—Biblical Hebrew, Modern Hebrew, Ital- ian, Japanese, Latin, and Spanish—the number of institutions reporting enrollments increased between 1990 and 2009, then fell between 2009 and 2016. A more fine-grained look at the numbers, however, reveals some complexities. Table 11b shows the number of institutions reporting enrollments in the fifteen most commonly taught languages broken out for two-year institutions, four-year undergraduate institutions, and graduate programs. Of the languages that showed uninterrupted growth overall (American Sign Language, Arabic, Chinese, Korean, and Portuguese), four experienced declines at some institutional or program level. Between 2009 and 2016, American Sign Language, Arabic, Chinese, and Portuguese saw declines in the

What Works: Connecting Languages and Careers A growing number of departments have created tracks, certificates, minors, or majors, often in conjunction with other departments and programs across campus, to appeal to students (and their parents) who want to be assured that a job will be waiting upon graduation. Illinois Wesleyan University’s program in Spanish and nursing is designed to make it possible for nursing students to gain proficiency in Spanish through coursework on campus and abroad.Bilingual health-care profession- als are very competitive on the job market. Other successful models that reorient the language major toward a profession include Iowa State University’s Languages and Cultures for Professions and the University of Rhode Island’s International Engineering Program. World Languages and Cultures at Georgia State University has redefined itself as a department that emphasizes the importance of language skills, cultural competence, and career readiness for its students and seeks to attract first-generation students and students from underrepresented groups. South Dakota State University’s Workplace Intercul- tural Competence Certificate provides a useful credential for students who combine coursework in basic management with the study of a language.

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the modern language association of america 18

number of institutions reporting enrollments at the two-year level. For the same pe- Enrollments in riod of time, American Sign Language, Arabic, and Portuguese showed declines at Languages Other Than the graduate level. None of the declines were large (Arabic, for example, fell from 113 English in United States institutions to 106 at the two-year level), and four-year undergraduate programs—the Institutions of Higher largest institutional category—posted increases for all of these languages for 1990, Education, Summer 2009, and 2016. Japanese also experienced declines at the two-year level between 2009 2016 and Fall 2016: and 2016, but it declined as well at four-year undergraduate institutions. In graduate Final Report programs, however, enrollments rose in 2016 from their low point in 2009. The consistent downward trend for Ancient Greek, French, German, and Russian remains the same when the numbers are divided by level, with the exception of a small increase in 2009 and a small decrease in 2016 at the graduate level in Ancient Greek. In Biblical Hebrew, Modern Hebrew, Italian, Japanese, Latin, and Spanish, no consistent upward or downward trend appears when institutions are broken out by level. The most notable numbers in table 11c are those showing the percent of institutions reporting enrollments in American Sign Language, which climbed from only 1.0% in 1990 to 29.2% in 2009 and 34.0% in 2016. The percent of institutions with Arabic enrollments also rose significantly, from 5.7% in 1990 to 25.6% in 2016. The share of institutions reporting enrollments in French, German, and Russian fell considerably, while Ancient Greek experienced a small decrease. French declined from 76.5% to 63.5%, German from 56.5% to 42.5%, Russian from 26.1% to 17.4%, and Ancient Greek from 27.3% to 24.7%. The percent of institutions reporting enrollments in the fifteen most commonly taught languages varies widely, from the aforementioned 1.0% for American Sign Language in 1990 to 90.6% for Spanish in 2016, but for most languages the percent is in the range of 10 to 35 percent for the years covered in the table. Table 10 covers both commonly taught and less commonly taught languages and shows the number of institutions reporting enrollments in 2009, 2013, or 2016 by language. The total number of language programs has suffered a large decline: it is down by 651 programs since 2013. Between 2009 and 2013, the number remained relatively flat, with a decline of only one program. Losses occurred among commonly taught languages and among those less commonly taught. Among the less commonly taught languages, the number of institutions reporting Hindi declined by eight; for Thai the number was three, and for Yiddish it was five. A total of 78 less commonly taught languages represented by enrollments in 2009 or 2013 were not taught at any institution in 2016. For example, Dari/Afghan Persian, which was taught at three institutions in 2009, was taught at two institutions in 2013 and was not taught in 2016; Oneida was taught at two institutions in 2009 and at one institution in 2013 but was not taught in 2016. A total of 23 Indigenous American languages that were taught in 2009 or 2013 were not taught in 2016. Among the commonly taught languages, 56 fewer institutions reported Italian in 2016 than in 2013; in Arabic the number was 22, in Chinese it was 73, and in Latin it was 50.

Enrollments and the Number of Bachelor’s Degrees Granted

An additional way to measure the health of the language field is to consider the number of degrees granted as an indicator of the number of majors in a given subject

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the modern language association of america 19 at an institution. Table 13 uses data from the Integrated Postsecondary Education Enrollments in Data System (IPEDS) database to track the number of bachelor’s degrees granted by Languages Other Than four-year institutions in fourteen of the fifteen most commonly taught languages.5 English in United States The table lists the number of degrees granted to first and second majors in each lan- Institutions of Higher guage, and the number of institutions granting them, for 2009, 2013, and 2016; the Education, Summer final column shows the difference between 2013 and 2016 as a percent.6 Korean, one 2016 and Fall 2016: of the two languages of the fifteen most commonly taught that showed enrollment Final Report growth in 2016, demonstrated an 11.5% increase in degrees granted (from 52 in 2013 to 58 in 2016), while the number of institutions granting bachelor’s degrees in Korean remained unchanged at six. Japanese, the other language to increase enrollments in 2016, saw a 17.5% decrease in degrees granted (from 899 in 2013 to 742 in 2016) despite the enrollment gains. The number of institutions, however, increased by one between 2013 and 2016. Paralleling the decline in enrollments in the 2013 and 2016 censuses, none of the other languages showed increases in the number of institutions granting degrees or in degrees granted, except for three that experienced dramatic growth in recent decades: American Sign Language, Arabic, and Chinese. Between 2013 and 2016, the number of institutions granting degrees in Arabic increased by 27.3% and the number granting degrees in Chinese increased by 12.0%. American Sign Language showed growth both in the number of institutions granting degrees (which increased by 7.5%) and in the number of degrees granted (which rose by 19.2%). Institutions continue to build programs in these languages. Ancient/Classical Greek, Modern Hebrew, and Latin suffered particularly steep declines (over 30% or more) both in the number of institutions granting degrees and in the number of degrees granted between 2013 and 2016. Among the remaining languages, French, Italian, and Russian experienced the most notable declines in the number of degrees granted, going down by 19.7%, 30.0%, and 20.0%, respectively. Of course, the number of degrees granted is not equivalent to the number of majors, and in any given year some small departments may not have any majoring students who receive a degree. As a result, those departments are not included in the count of institutions in table 13 for that year.

Further Notes on Methodology

The total number of institutions that are included has declined over the course of the last several censuses, in part because of the consolidation of administrative of- fices. More and more often, colleges and universities with branch campuses provide comprehensive figures for all their campuses; in the past, branch campuses often reported separately. We began collecting the enrollment data by contacting directors of institutional research or registrars. If they did not respond, we approached deans, provosts, or presidents of institutions. If we were unsuccessful in getting enrollment numbers through them, we contacted chairs of departments. If all else failed, we took enrollments from official institutional Web sites.7 We asked respondents to provide enrollments in credit-bearing “language courses and in all courses in which teaching or

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the modern language association of america 20 reading is primarily in a language other than English.”8 (We specifically mentioned Enrollments in reading because instructors of courses in classical languages conduct class discus- Languages Other Than sion in English.) Institutional representatives had the option to respond on our Web English in United States site or by e-mail, mail, fax, or telephone. Between mid-October 2016 and mid- Institutions of Higher December 2016, we sent four rounds of census requests (two by postal mail and two Education, Summer by e-mail), and we started follow-up telephone calls in early January 2017, when we 2016 and Fall 2016: had 1,700 nonrespondents remaining out of the 2,669 institutions contacted. The Final Report data collection process was closed at the beginning of September 2017. In late spring 2017, we invited specialists in several languages and language groups to review the data, with an eye to identifying possibly anomalous numbers or missing programs or institutions. From July through September 2017, following the advice of these consultants, we contacted omitted programs and recontacted institutions to verify data when necessary.9 While we were conducting the summer and fall 2016 censuses, a number of institutions noted inaccuracies in their 2013 data (and, to a lesser extent, in their earlier data). A few institutions also informed us of changes to their 2016 data after we published the preliminary report. We made these corrections, as well as other corrections, when we found discrepancies as we reviewed and analyzed the Language Enrollment Database. As a result, all tables and figures in this report contain the revised numbers, and the current report should be considered the definitive one, superseding all previous reports. In the context of over 23 million enrollments in all the censuses from 1958 to 2016, the revisions were small, and the overall picture is not altered greatly. It has been the policy of the MLA to exclude for-profit institutions from the census, and the current institution list does so, but over the years some were inad- vertently included. Enrollments at for-profit institutions from earlier census years remain in the historical enrollments database, since the database includes all institutions reporting at the time of each census. We are aware that undercounting of enrollments occurs in certain circumstances. Yeshiva students necessarily study both Biblical Hebrew and Aramaic, but many yeshivas do not report enrollments in Aramaic. American Sign Language courses are often taught in departments other than traditional language departments, such as programs in special education, communication sciences, speech pathology, and social work. Registrars and directors of institutional research may not consider the data of such programs when they are completing our enrollment census. In 2006 we began to collect enrollments separately for different levels of language courses. We defined the introductory level as first- and second-year language classes

What Works: Rewarding Interest Institutions can create incentives that bring students into language programs. Mount Holyoke College offers a Global Com- petence Award (whose very name highlights three terms that catch a millennial’s attention) to students who have an interest in international studies but for whom it may not be the main focus of their study. The award, which has exceeded the administration’s expectations in generating interest in international studies on campus, requires three semesters of a language beyond the general requirement.

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the modern language association of america 21 and the advanced level as third- and fourth-year classes.10 Although this differen- Enrollments in tiation by year is rudimentary and disregards variations in requirements, curricular Languages Other Than design, and language difficulty, it illuminates an important aspect of language study. English in United States Advanced enrollments include majors and indicate potential graduate students as well Institutions of Higher as individuals who have the capacity to use their language knowledge professionally. Education, Summer 2016 and Fall 2016: Final Report Conclusion The 2013 MLA census showed overall enrollments falling by 6.7%. At the time, it was not clear whether the drop represented an anomaly in the growth of language enrollments that had continued uninterrupted since 1998 or was the beginning of a sustained downward trend, something that had not happened since the 1970s. The 9.2% decline for fall 2016 clarifies any uncertainty. The increases in Japanese and Korean enrollments are encouraging, but other in- dicators provide little reason for optimism when one considers the absolute numbers as a whole. Most striking, perhaps, is that the total number of enrollments in modern language courses in relation to the total number of students at postsecondary institutions in the United States fell to 7.5, almost matching the low point in 1980. One area of concern is the disproportionate drop in enrollments that has occurred at two-year institutions. The causes of—and solutions to—this trend are beyond the scope of the MLA enrollments reports, but we hope they will be explored by others in the field. Another issue is the effect on language enrollments of course caps and minimums—that is, the minimum number of students required for a class to be offered. Several questions could be explored. Have minimums become more widespread? Has the minimum been increasing? What is the effect of minimums on the number of classes offered and on the continued existence of language programs, particularly programs other than Spanish, which has the highest enrollments? A third potential area of investigation for researchers is whether the decline in enrollments for 2013 and 2016 may be attributable in part to the loss of government funding for international education. Combined funding for National Resource Cen- ters, Foreign Language and Area Studies Fellowships, Title VI, and the Fulbright- Hays Program dropped from $125,881,000 in 2010 to $70,164,000 in 2016, a 44.3% decrease.11 These issues and others are still to be understood. Despite this bleak picture there are many institutions where programs are growing and departments are thriving. The programs cited throughout this report offer a variety of solutions to the challenging problem of supporting language enrollments.

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the modern language association of america 22 Notes

Enrollments in 1. We thank the National Endowment for the Humanities for their grant and for their support of our Languages Other Than work. Any views, findings, conclusions, or recommendations expressed in this report do not necessarily English in United States reflect those of the National Endowment for the Humanities. 2. We are grateful to our chief research assistant, David Rodriguez, who applied his research abili- Institutions of Higher ties, organizational skills, and diplomatic talent to the complex tasks of collecting and organizing the Education, Summer enrollment data and following up with nonresponding institutions. We are indebted to Terri Peterson, 2016 and Fall 2016: who gathered online data, followed up on consultants’ feedback, and reviewed the functioning of the Final Report language database, and to Judy Strassberg, who provided much-needed technical expertise and contrib- uted to the analysis of the data. Thanks also to Lydia Tang, who provided helpful expertise on innovative programs and departments. The difficult and repetitive task of contacting institutions was shared by Roy Chustek, Cindy Cohen, Raquel Cortés, Keith O’Dea, Michael Reilly, and Brenda Sample, and we thank them for their hard work and persistence. Thanks also to Christine Astor, Mara Naaman, and Annie Reiser, as well as to our interns, Dylan Bish and Tyler Walker. 3. The Language Map also displays the locations of speakers of four language groups designated by the United States Census: African languages, other Native North American languages (i.e., languages other than Navajo), other Pacific Island languages, and Scandinavian languages. Visitors can use the map to discover where languages in these groups are taught and to see enrollments in specific languages (such as Wolof, Xhosa, or Yoruba in the African languages group). 4. We extend our warm appreciation and gratitude to our consultants for their detailed review of the data and for their expert advice: Fabian Alfie, Kirk Belnap, Malcolm Compitello, Frederick Greenspahn, Raychelle Harris, Richard LaFleur, Ginger Marcus, Scott McGinnis, Pardis Minuchehr, Gilead Morahg, Alwiya Omar, Ben Rifkin, Kathleen Stein-Smith, Luiz Valente, and Hye-Sook Wang. 5. IPEDS does not provide numbers for Biblical Hebrew as distinct from Ancient Near Eastern and Biblical Languages, Literatures, and Linguistics. 6. We thank David Laurence, former director of research at the MLA, for calculating the statistics in table 13 and for his insightful comments on a number of issues related to the enrollment census and report. 7. Yeshivas do not have courses the way that most universities and colleges do, and all instruction includes Biblical Hebrew and Aramaic. As a result, some yeshivas give us their total institutional enrollments when reporting Biblical Hebrew and Aramaic language enrollments. Given these circumstances, the Higher Education Directory numbers for total institutional enrollments are sometimes the most accurate way to represent how many students study Biblical Hebrew and Aramaic at small yeshivas. For 2016, when we could not get a response from an institution, we took enrollments for some yeshivas from the 2016 Higher Education Directory. 8. View the census instrument at www.mla.org/Enrollment-Report. 9. Before asking the consultants to provide their feedback, we conduct our own assessment of the data. After collecting an institution’s enrollments, we check the submitted numbers for accuracy. We compare the current enrollments for each language with those reported in past censuses, and, if the numbers show no dramatic increases or decreases and follow historical ratios of introductory-to-advanced enrollments, we confirm the reported enrollments. In the few instances where the numbers do not fall in line, we investigate further. If possible, we check reported enrollments against those available on an institution’s Web site, contact the chairs of departments in which the target language is taught, and return to the original respondent with a request for clarification. Most departments and administrators are eager to ensure the accuracy of the reported enrollments and will respond variously with affirmations of the submitted count, updated numbers, and explanations for variations. When institutions do not respond to our follow-up queries, we accept the enrollments as originally reported. 10. In 2006, the census instrument asked for the number of enrollments in first- and second-year courses, in all other undergraduate courses, and in graduate courses. In 2009, 2013, and 2016, the census instrument asked for the number of enrollments in first- and second-year courses, in third- and fourth- year courses, and in graduate courses. This breakdown fits the course categorization of most but not all institutions. For example, undergraduate courses may be divided into a 1-2-3 rather than a 1-2-3-4 schema, intermediate courses may be counted variously as introductory or advanced, language instruction may begin at the 300 level, and 500-level courses may count both for advanced undergraduate credit and for graduate credit. 11. Because of a calculation error, the 2016 preliminary enrollment report had incorrect funding numbers (although they showed a similar decline). The correct numbers are provided in this report. We are very grateful to Miriam A. Kazanjian, Consultant for the Coalition for International Education, for providing the numbers and for alerting us to the error in the preliminary report. Data were obtained from the United States Department of Education and were verified by the International and Foreign Language Education office.

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the modern language association of america 23 Works Cited

Enrollments in America’s Languages: Investing in Language Education for the Twenty-First Century. American Academy of Languages Other Than Arts and Sciences, 2017, www.amacad.org/content/publications/publication.aspx?d=22474. PDF file. English in United States Doctorate Recipients from U.S. Universities: 2016. National Science Foundation, Mar. 2018. www.nsf.gov/ statistics/2018/nsf18304/report/about-this-report.cfm. NSF 18-304. Institutions of Higher Ginder, Scott A., et al. “Table 1: Number and Percentage Distribution of Students Enrolled at Ti- Education, Summer tle IV Institutions, by Control of Institution, Student Level, Level of Institution, Attendance Status, 2016 and Fall 2016: and Other Selected Characteristics: United States, Fall 2016.” Enrollment and Employees in Post- Final Report secondary Institutions, Fall 2016; and Financial Statistics and Academic Libraries, Fiscal Year 2016: First Look (Provisional Data), National Center for Education Statistics, Dec. 2017, nces.ed.gov/ pubs2018/2018002.pdf. NCES 2018-002. “Table 303.10: Total Fall Enrollment in Degree-Granting Postsecondary Institutions, by Attendance Status, Sex of Student, and Control of Institution: Selected Years, 1947 through 2026.” Digest of Education Statistics, 2016, National Center for Education Statistics, Feb. 2017, nces.ed.gov/programs/ digest/d16/tables/dt16_303.10.asp.

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the modern language association of america 24 Fall Language Enrollments by Year Fig. 1a 1,250,000 1,500,000 1,700,000 1,000,000 250,000 750,000 500,000

Enrollments in 0 1958 Number of institutions reporting in 2016: 2,547. The dashed line indicates the period of time in which enrollments did not include Latin and Ancient Greek; 1965 census was ﬁrst to Greek. 433,639

Languages Other Than 1959 656,607 1960 English in United States 537,927 821,271 1961 Institutions of Higher 612,626 Education, Summer 1963 2016 and Fall 2016: 1,034,651

Final Report 1965 1,124,021 1968 1970 1,153,239 1972 1,007,709 946,310 1974 934,346 1977 924,337 1980 965,256 1983 1,003,173 1986 1,185,465 1990 1,138,772 1995 1998 1,186,632 1,395,807 2002 1,575,838 2006 1,673,566 2009 2013 1,561,131 1,417,838 2016

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the modern language association of america 25 Fig. 1b Fall Graduate Language Enrollments in Selected Years

5000 1891 N 1082 N 89 N 5 01 N N 5810 N N N 228 N N N N 1 299 202 0000 N 2921

15000

0 19 19 1980 198 198 1990 1995 1998 2002 200 2009 201 201 umber o institutions reortin in 201: 25.

Enrollments in Languages Other Than English in United States Institutions of Higher Education, Summer 2016 and Fall 2016: Final Report

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the modern language association of america 26 Enrollments in Spanish Compared with ose of All Other Languages Selected Years Fig. 2 100000 200000 00000 00000 500000 00000 00000 800000 900000 Latin and Ancient Greek were not included in the 1960 survey.

Enrollments in 0 Languages Other Than English in United States 190 179,892 Institutions of Higher 2 Education, Summer

2016 and Fall 2016: 198 363,389 Final Report 02

1980 378,952 5585

1990 534,143 nis 5122

1995 606,286

528 ter lnues

1998 649,245 58

2002 745,215 50592

200 822,148 590

2009 861,015 812551

201 789,888 12

201 712,240 05598

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the modern language association of america 27 100000 150000 200000 250000 00000 50000 00000 Enrollments in French, ASL, German, and Japanese Selected Years Fig. 3a 50000 0

190 198 1980 1990

Frenc 1995 1998 2002 200 2009 201 201

1990 1995 1998

2002

1 200 2009 201 201

190 198 1980 1990 ermn 1995 1998 2002 200 2009 201 201

190 198 1980

Jnese 1990 1995 1998 2002 200 2009 201 201

Enrollments in Languages Other Than English in United States Institutions of Higher Education, Summer 2016 and Fall 2016: Final Report

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the modern language association of america 28 20000 0000 0000 80000 0000 0000 10000 50000 Enrollments in Italian, Chinese, Arabic, Latin, and Russian Selected Years Fig. 3b 0

190 198 1980 1990

tlin 1995 1998 2002 200 2009 201 201

190 198 1980 1990 Cinese 1995 1998 2002 200 2009 201 201

190 198 1980 1990

rbic 1995 1998 2002 2 200 2009 201 201

198 1980 1990 1995 tin 1998 2002 200 2009 201 201

190 198 1980 1990 ussin 1995 1998 2002 200 2009 201 201

Enrollments in Languages Other Than English in United States Institutions of Higher Education, Summer 2016 and Fall 2016: Final Report

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the modern language association of america 29 Enrollments in Korean, Ancient Greek, Portuguese, Biblical Hebrew, and Modern Hebrew Selected Years Fig. 3c 20000 25000 10000 15000 Modern.” Before 1986, some censuses combined Biblical Hebrew and Modern Hebrew enrollments under Hebrew. 4. Includes enrollments reported under “Hebrew, Biblical,” “Hebrew, Classical,” and “Hebrew, Rabbinic.” Excludes enrollments reported under “Hebrew” and “Hebrew, Biblical and “Greek,” “Greek and Hebrew,” and “Greek and Latin.” Enrollments in Ancient Greek were not included in the census until 1965. 3. Includes enrollments reported under “Greek, Ancient,” “Greek, Biblical,” “Greek, Koine,” “Greek, New Testament,” and “Greek, Old Testament.” Excludes enrollments reported under “Arabic, Moroccan,” “Arabic, Qur’anic,” “Arabic, Sudanese,” and “Arabic, Syrian.” 2. Includes enrollments reported under “Arabic,” “Arabic, Algerian,” “Arabic, Classical,” “Arabic, Egyptian,” “Arabic, Gulf,” “Arabic, Iraqi,” “Arabic, Levantine,”1. Before 1990, ﬁgures for ASL are “Arabic, not available. Modern Standard,” Number of institutions reporting in 2016: 2,547. 5000 0

190 198 1980 1990 oren 1995 1998 2002 200 2009 201 201

198 1980 ree ncient 1990 1995 1998 2002 200

2009 201 201

190 198 1980 ortuuese 1990 1995 1998 2002 200 2009 201 201

198 1980 ebre Biblicl 1990 1995 1998 2002 200

2009 201 201

190 198 ebre odern

1990 1995 1998 2002 200 2009 201 201

Enrollments in Languages Other Than English in United States Institutions of Higher Education, Summer 2016 and Fall 2016: Final Report

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the modern language association of america 30 Modern.” Before 1986, some censuses combined Biblical Hebrew and Modern Hebrew enrollments under Hebrew. 3. Includes enrollments reported under “Hebrew, Biblical,” “Hebrew, Classical,” and “Hebrew, Rabbinic.” Excludes enrollments reported under “Hebrew” and “Hebrew, Biblical and “Greek,” “Greek and Hebrew,” and “Greek and Latin.” 2. Includes enrollments reported under “Greek, Ancient,” “Greek, Biblical,” “Greek, Koine,” “Greek, New Testament,” and “Greek, Old Testament.” Excludes enrollments reported under “Arabic, Moroccan,” “Arabic, Qur’anic,” “Arabic, Sudanese,” and “Arabic, Syrian.” 1. Includes enrollments reported under “Arabic,” “Arabic, Algerian,” “Arabic, Classical,” “Arabic, Egyptian,” “Arabic, Gulf,” “Arabic, Iraqi,” “Arabic, Levantine,”Number of institutions reporting in 2016: 2,547. “Arabic, Modern Standard,” 100 Percentages of Introductory and Advanced Undergraduate Fall Enrollments in the Top Fifteen Languages 2009, 2013, 2016 Fig. 4 10 20 0 0 50 0 0 80 90 0

2009 ntroductor 201 201

rbic 2009 201 1 201 Cinese dnced 2009 201 201

Frenc 2009 201 201 ermn 2009 201 201 ncient ree 2009 201

2 201 ebre Biblicl 2009 201

201 ebre odern 2009 201 201

tlin 2009 201 201 Jnese 2009 201 201

oren 2009 201 201

tin 2009 201 201 ortuuese 2009 201 201 ussin 2009 201 201 nis 2009 201 201

Enrollments in Languages Other Than English in United States Institutions of Higher Education, Summer 2016 and Fall 2016: Final Report

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the modern language association of america 31

Fig. 5 Modern Language Course Enrollments per 100 Students Enrolled in Colleges and Universities in the United States

1.5 1.2 1

1. 1 12.9

10.5 10 9.1 8.8 8. 8. 8. 8.1 8.1 8 .9 .8 .8 . .5 .5

0 190 195 198 190 192 19 19 1980 198 198 1990 1995 1998 2002 200 2009 201 201

umber o institutions reortin in 201: 25.

Enrollments in Languages Other Than English in United States Institutions of Higher Education, Summer 2016 and Fall 2016: Final Report

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the modern language association of america 32

Table 1a Fall Language Enrollments and Percentage Change (Languages in Descending Order of 2016 Enrollments) % Change, % Change, % Change, 2006 2009 2006–09 2013 2009–13 2016 2013–16 Spanish 822,148 861,015 4.7 789,888 –8.3 712,240 –9.8 French 206,019 215,244 4.5 197,679 –8.2 175,667 –11.1 American Sign Language 79,744 92,068 15.5 109,567 19.0 107,060 –2.3 German 94,146 95,613 1.6 86,782 –9.2 80,594 –7.1 Japanese 65,410 72,357 10.6 66,771 –7.7 68,810 3.1 Italian 78,176 80,322 2.7 70,982 –11.6 56,743 –20.1 Chinese 51,382 59,876 16.5 61,084 2.0 53,069 –13.1 Arabic1 24,010 35,228 46.7 33,526 –4.8 31,554 –5.9 Latin 32,164 32,446 0.9 27,209 –16.1 24,866 –8.6 Russian 24,784 26,740 7.9 21,979 –17.8 20,353 –7.4 Korean 7,146 8,449 18.2 12,256 45.1 13,936 13.7 Greek, Ancient2 22,842 21,515 –5.8 16,961 –21.2 13,264 –21.8 Portuguese 10,310 11,273 9.3 12,407 10.1 9,827 –20.8 Hebrew, Biblical3 14,137 13,764 –2.6 12,596 –8.5 9,587 –23.9 Hebrew, Modern 9,620 8,307 –13.6 6,698 –19.4 5,521 –17.6 Other Languages 33,800 39,349 16.4 34,746 –11.7 34,747 0.0 Total 1,575,838 1,673,566 6.2 1,561,131 –6.7 1,417,838 –9.2 Number of institutions reporting in 2016: 2,547. 1. Includes enrollments reported under “Arabic,” “Arabic, Algerian,” “Arabic, Classical,” “Arabic, Egyptian,” “Arabic, Gulf,” “Arabic, Iraqi,” “Arabic, Levantine,” “Arabic, Modern Standard,” “Arabic, Moroccan,” “Arabic, Qur’anic,” “Arabic, Sudanese,” and “Arabic, Syrian.” 2. Includes enrollments reported under “Greek, Ancient,” “Greek, Biblical,” “Greek, Koine,” “Greek, New Testament,” and “Greek, Old Testament.” Excludes enrollments reported under “Greek,” “Greek and Hebrew,” and “Greek and Latin.” 3. Includes enrollments reported under “Hebrew, Biblical,” “Hebrew, Classical,” and “Hebrew, Rabbinic.” Excludes enrollments reported under “Hebrew” and “Hebrew, Biblical and Modern.”

Enrollments in Languages Other Than English in United States Institutions of Higher Education, Summer 2016 and Fall 2016: Final Report

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the modern language association of america 33

Table 1b Fall Language Enrollments and Percentage Change (Languages in Alphabetical Order) % Change, % Change, % Change, 2006 2009 2006–09 2013 2009–13 2016 2013–16 American Sign Language 79,744 92,068 15.5 109,567 19.0 107,060 –2.3 Arabic1 24,010 35,228 46.7 33,526 –4.8 31,554 –5.9 Chinese 51,382 59,876 16.5 61,084 2.0 53,069 –13.1 French 206,019 215,244 4.5 197,679 –8.2 175,667 –11.1 German 94,146 95,613 1.6 86,782 –9.2 80,594 –7.1 Greek, Ancient2 22,842 21,515 –5.8 16,961 –21.2 13,264 –21.8 Hebrew, Biblical3 14,137 13,764 –2.6 12,596 –8.5 9,587 –23.9 Hebrew, Modern 9,620 8,307 –13.6 6,698 –19.4 5,521 –17.6 Italian 78,176 80,322 2.7 70,982 –11.6 56,743 –20.1 Japanese 65,410 72,357 10.6 66,771 –7.7 68,810 3.1 Korean 7,146 8,449 18.2 12,256 45.1 13,936 13.7 Latin 32,164 32,446 0.9 27,209 –16.1 24,866 –8.6 Portuguese 10,310 11,273 9.3 12,407 10.1 9,827 –20.8 Russian 24,784 26,740 7.9 21,979 –17.8 20,353 –7.4 Spanish 822,148 861,015 4.7 789,888 –8.3 712,240 –9.8 Other languages 33,800 39,349 16.4 34,746 –11.7 34,747 0.0 Total 1,575,838 1,673,566 6.2 1,561,131 –6.7 1,417,838 –9.2 Number of institutions reporting in 2016: 2,547. 1. Includes enrollments reported under “Arabic,” “Arabic, Algerian,” “Arabic, Classical,” “Arabic, Egyptian,” “Arabic, Gulf,” “Arabic, Iraqi,” “Arabic, Levantine,” “Arabic, Modern Standard,” “Arabic, Moroccan,” “Arabic, Qur’anic,” “Arabic, Sudanese,” and “Arabic, Syrian.” 2. Includes enrollments reported under “Greek, Ancient,” “Greek, Biblical,” “Greek, Koine,” “Greek, New Testament,” and “Greek, Old Testament.” Excludes enrollments reported under “Greek,” “Greek and Hebrew,” and “Greek and Latin.” 3. Includes enrollments reported under “Hebrew, Biblical,” “Hebrew, Classical,” and “Hebrew, Rabbinic.” Excludes enrollments reported under “Hebrew” and “Hebrew, Biblical and Modern.”

Enrollments in Languages Other Than English in United States Institutions of Higher Education, Summer 2016 and Fall 2016: Final Report

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the modern language association of america 34

Table 1c Summer 2016 Language Enrollments (Languages in Descending Order of Totals) Number Percentage Spanish 123,672 61.6 American Sign Language 18,970 9.5 French 17,467 8.7 German 7,204 3.6 Japanese 6,419 3.2 Chinese 5,033 2.5 Italian 4,968 2.5 Arabic1 4,184 2.1 Russian 2,691 1.3 Greek, Ancient2 1,588 0.8 Latin 1,434 0.7 Korean 1,136 0.6 Hebrew, Biblical3 987 0.5 Portuguese 769 0.4 Hebrew, Modern 484 0.2 Other Languages 3,647 1.8 Total 200,653 100.0 Number of institutions reporting: 2,527. 1. Includes enrollments reported under “Arabic,” “Arabic, Algerian,” “Arabic, Classical,” “Arabic, Egyptian,” “Arabic, Gulf,” “Arabic, Iraqi,” “Arabic, Levantine,” “Arabic, Modern Standard,” “Arabic, Moroccan,” “Arabic, Qur’anic,” “Arabic, Sudanese,” and “Arabic, Syrian.” 2. Includes enrollments reported under “Greek, Ancient,” “Greek, Biblical,” “Greek, Koine,” “Greek, New Testament,” and “Greek, Old Testament.” Excludes enrollments reported under “Greek,” “Greek and Hebrew,” and “Greek and Latin.” 3. Includes enrollments reported under “Hebrew, Biblical,” “Hebrew, Classical,” and “Hebrew, Rabbinic.” Excludes enrollments reported under “Hebrew” and “Hebrew, Biblical and Modern.”

Enrollments in Languages Other Than English in United States Institutions of Higher Education, Summer 2016 and Fall 2016: Final Report

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the modern language association of america 35 2. 2. Latin Totals) 2016 Order of Descending in Two-Year in Years (Languages Selected in Taught Most Commonly Languages Institutions Fifteen the in Enrollments Language Fall 2a Table Spanish French Korean Farsi/Persian 1. Figures for ASL are not available before 1990. before not available are for ASL 1. Figures fall 2016. as of colleges two-year at languages taught commonly most fifteen the lists table This Russian American Sign Sign American Japanese German Vietnamese Hawai‘ian Italian Portuguese Chinese Arabic Language Includes enrollments reported under “ under reported enrollments Includes Standard,” “Arabic, Moroccan,” “Arabic, Qur’anic,” “Arabic, Sudanese,” and “Arabic, Syrian.” and “Arabic, Qur’anic,” “Arabic, Moroccan,” “Arabic, Sudanese,” Standard,”

Enrollments in 2

Languages Other Than 1 English in United States Institutions of Higher Education, Summer

17,345 15,664

1959

1,534

9,072

2016 and Fall 2016:

376 14 69 Final Report 68

75,934 45,801

23,284

1970

1,690 4,437 716 Arabic,” “Arabic, Algerian,” “Arabic, Classical,” “Arabic, Egyptian,” “Arabic, Gulf,” “Arabic, Modern “Arabic, Iraqi,” “Arabic, “Arabic, Egyptian,” Levantine,” “Arabic, Classical,” “Arabic, Algerian,” Arabic,”

94,631 37,174

16,017

1980

2,619

5,706

1,698

194 517 974 193 407

42 50 2

133,376

44,133 10,308

19,042

1990 1,140

3,472

8,350

3,506 423 909 141 169 299 365

160,843

29,900

11,444

1995 3,394

9,372 1,900

6,450

4,415 196 814 169 489 635 462

212,867

37,888

32,960 12,585

11,611

10,962

2002 1,848

1,055 2,642 1,185

6,185 998 328 667 724

223,976

44,628

31,369 15,694

12,067

12,824

2006 4,411

1,244 2,385 1,203

8,453 936 629 549 800

234,208

51,826

34,931 17,900

11,964

13,440

2009 6,245 1,401

1,079 2,613 1,465

9,188 652 556 968

200,984

50,861

31,380 14,587

10,951

2013 5,582

1,377 1,957 1,079 9,630

8,473 906 541 669 700

166,481

47,002

25,171 14,625

2016 4,701

1,672 1,488

7,841

7,462

6,672 517 377 820 630 614 % Change, % Change, 2013–16

– 15.8 – 42.9 – 30.3

–17.2 – 19.8

– 24.0 – 24.0 – 18.6 – 5.8 – 31.9 – 12.3 – 21.3 – 7.6 21.4

0.3 % Change, % Change, 1959–2016 33,478.6

21,095.7

1,884.6

9,711.8

859.8 –13.6 — — — — — — — 60.7 –3.0

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the modern language association of america 36 4. 4. 3. 2. Hebrew, Biblical Order of 2016Descending Totals) in Years Four-Year(Languages in Selected in Institutions Taught Most Languages Commonly Fifteen the in Enrollments Language Undergraduate Fall 2b Table Spanish Hebrew, Modern Japanese Portuguese Latin 1. Figures for ASL are not available before 1990. before not available are for ASL 1. Figures fall 2016. as of colleges at four-year languages taught commonly most fifteen the lists table This Italian French Russian Chinese German Korean Arabic Greek, Ancient Greek, American Sign Sign American Before 1986, some censuses combined Biblical Hebrw and Modern Hebrew enrollments under Hebrew. under enrollments Hebrew Modern and Hebrw Biblical combined 1986,Before some censuses Includes enrollments reported under “Hebrew, Biblical,” “Hebrew, Classical,” and “Hebrew, Rabbinic”; excludes enrollments reported under “Hebrew” and “Hebrew, Biblical and and “Hebrew, and Biblical “Hebrew” under reported enrollments “Hebrew, and “Hebrew, Rabbinic”; excludes under “Hebrew, Biblical,” Classical,” reported enrollments Includes Language Includes enrollments reported under “Greek, Ancient,” “Greek, Biblical,” “Greek, Koine,” “Greek, New Testament,” and “Greek, Old Testament”; excludes enrollments reported under under reported Testament,” Koine,” Old New Testament”; “Greek, Biblical,” “Greek, “Greek, Ancient,” “Greek, “Greek, and enrollments under excludes reported enrollments Includes “Greek,” Hebrew,” and Latin.” “Greek and “Greek and Includes enrollments reported under “Arabic,” “Arabic, Algerian,” “Arabic, Classical,” “Arabic, Egyptian,” “Arabic, Gulf,” “Arabic, Modern “Arabic, Iraqi,” “Arabic, “Arabic, Egyptian,” Levantine,” “Arabic,” “Arabic, Classical,” under “Arabic, Algerian,” reported enrollments Includes Standard,” “Arabic, Moroccan,” “Arabic, Qur’anic,” “Arabic, Sudanese,” and “Arabic, Syrian.” and “Arabic, Qur’anic,” “Arabic, Moroccan,” “Arabic, Sudanese,” Standard,”

Enrollments in 2

Languages Other Than 1

English in United States 3 Institutions of Higher 4 Education, Summer 123,760

153,539

104,189 9,202 14,896 2016 and Fall 2016: 1958 Final Report

265,179

209,632

127,639 18,640

23,543 26,625 29,018

1974 1,614 7,063 4,512 8,328

276,900

205,477

106,578

17,106

23,727 28,254 21,776

1980

2,862 8,521 4,192 9,048

322

391,972

221,862

110,208

11,420

34,635 26,311 40,657 39,291 15,090

1990 2,432 2,874 6,128 5,421 2,188

439

434,507

168,642

11,809

33,945 24,043 36,275 21,405 21,014

80,638 1995 2,458 3,807 6,401 5,359 2,943

852

522,414

164,425

22,772

14,253

38,723 27,798 51,898 20,509 27,034

76,690 2002 9,016 8,205 7,683 7,174 4,045

587,249

169,940

34,348

16,352 18,643

48,874 30,189 64,358 21,645 41,725

79,011 2006 8,515 8,442 9,033 5,665

615,339

176,146

39,407

15,942 28,202

53,794 29,998 66,127 23,523 49,641

81,183 2009 8,539 7,498 9,871 7,018

579,782

163,162

56,065

11,573 27,288

51,622 11,193 25,366 59,387 19,413 51,461 10,222 75,293 2013 7,943 6,121

537,940

147,735

58,233

26,301

53,706 23,317 48,647 18,341 45,172 12,066 71,118 2016 5,977 9,174 5,041 8,854 % Change, % Change, 2013–16

–24.8 –20.7 –17.6

–20.9 –18.1

–12.2

–3.6

–7.2 –8.1 –9.5 –5.5 18.0 –5.5 3.9 4.0 % Change, % Change, 1958–2016 334.7 428.7

–31.7 Modern.” –3.8 23.1 — — — — — — — — — —

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the modern language association of america 37 5. 5. 1. Order of 2016 Descending Totals in (Languages Enrollments Course Language Graduate Fall 2c Table Spanish 4. Includes enrollments reported under “Aramaic,” “Aramaic, Ancient,” “Aramaic, Biblical,” and “Aramaic, Rabbinic/Talmudic/Targumic.” “Aramaic, and Biblical,” Ancient,” “Aramaic, “Aramaic, “Aramaic,” under reported enrollments Includes 4. 1990. before not available are for ASL 3. Figures 2. German French Russian Italian Hebrew, Biblical Greek, Ancient Greek, Chinese Sign American Japanese Arabic Latin Portuguese Aramaic Korean Number of institutions reporting in 2016: in 2,547. reporting of institutions Number fall 2016. as of level graduate the at languages taught commonly most fifteen the lists table This Language under “Greek,” Hebrew,”under and Latin.” “Greek and “Greek and Includes enrollments reported under “Greek, Ancient,” “Greek, Biblical,” “Greek, Koine,” “Greek, New Testament,” and “Greek, Old Testament.” Excludes enrollments reported reported Testament,” Koine,” Old New “Greek, Biblical,” Testament.” Ancient,” “Greek, “Greek, enrollments “Greek, “Greek, and under Excludes reported enrollments Includes Includes enrollments reported under “Arabic,” “Arabic, Algerian,” “Arabic, Classical,” “Arabic, Egyptian,” “Arabic, Gulf,” “Arabic, Modern “Arabic, Iraqi,” “Arabic,“Arabic, Levantine,” Egyptian,” “Arabic,” “Arabic, Classical,” under “Arabic, Algerian,” reported enrollments Includes Standard,” “Arabic, Moroccan,” “Arabic, Qur’anic,” “Arabic, Sudanese,” and “Arabic, Syrian.” and “Arabic, Qur’anic,” “Arabic, Moroccan,” “Arabic, Sudanese,” Standard,” Before 1986, some censuses combined Biblical Hebrew and Modern Hebrew enrollments under Hebrew. under enrollments Hebrew Modern and Hebrew Biblical combined Modern.” 1986, Before some censuses and “Hebrew, and Biblical “Hebrew” under reported enrollments “Hebrew, Excludes “Hebrew, and Rabbinic.” under “Hebrew, Biblical,” reported Classical,” enrollments Includes 5

Enrollments in 4 Languages Other Than 3

English in United States 1 Institutions of Higher 2 Education, Summer 5,015 2016 and Fall 2016: 9,577 5,688 9,142 1,781 1,144 1,108

1,163

1974 308 214 867 370

Final Report 20 5,304 8,895 4,766 6,883 1,382

1,009

1977

353 299 934 758 515 372 6 4,823 7,421 4,420 5,652 1,237

1980

415 100 833 620 376 775 295 1 3,243 4,749 8,795 4,344 7,121 1,713

1990 386 143 817 831 887 958 332 23 46

10,936

1995 2,922 4,385 4,181 6,809 1,424 1,035 1,042 1,406 1,040

441 101 710 231 58 3,349 4,464 9,019 2,933 4,847

1,220 1,356

1998

163 445 964 921 894 488 309 59 5,131 6,032 9,934 2,799 4,600 1,039

1,045

2002 121 531 389 770 934 930 487 111 )

10,923

2006 5,580 6,429 3,068 4,710

1,204

1,039

768 956 726 754 994 842 477 237

11,468

2009 5,223 5,511 2,466 4,167

1,047

835 781 345 604 755 663 434 352 2,641 4,651 5,334 9,122 1,859 3,137

1,150

2013 656 380 609 644 562 937 514 657 1,825 3,606 4,084 7,819 1,635 2,761

1,225

1,032

2016 552 904 524 634 479 359 198 % Change, % Change, 2013–16 –30.9 –22.5 –15.9 137.9 –23.4 –14.3 –12.0 –12.0 –14.0

–14.8

–30.2 –69.9 –1.6

10.1 6.5 % Change, % Change, 1974–2016 322.4 –18.6 –18.4 –71.3 –69.8 –70.6 –44.6

–44.8 –11.3 –3.0 890.0 79.2 10.6 — —

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the modern language association of america 38

Table 2d Total Fall Language Enrollments by Institutional Level in Selected Years Enrollments in Four-Year Languages Other Than Two-Year Undergraduate Graduate Total English in United States Institutions of Higher 1974 154,713 749,706 41,891 946,310 Education, Summer 1977 163,464 733,824 37,017 934,305 2016 and Fall 2016: 1980 162,716 729,559 32,062 924,337 Final Report 1983 163,023 769,886 32,278 965,187 1986 161,683 808,324 33,166 1,003,173 1990 227,625 922,030 35,810 1,185,465 1995 233,123 866,980 38,669 1,138,772 1998 243,096 910,737 32,799 1,186,632 2002 337,304 1,021,860 36,643 1,395,807 2006 364,980 1,169,776 41,082 1,575,838 2009 393,050 1,242,942 37,574 1,673,566 2013 343,245 1,183,120 34,766 1,561,131 2016 288,741 1,099,880 29,217 1,417,838

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the modern language association of america 39

Table 2e Percentage of Fall Language Enrollments by Institutional Enrollments in Level in Selected Years Languages Other Than Four-Year Undergraduate English in United States Two-Year and Graduate Institutions of Higher 1959 8.3 91.7 Education, Summer 2016 and Fall 2016: 1960 8.5 91.5 Final Report 1963 9.1 90.9 1965 10.5 89.5 1968 11.6 88.4 1970 14.0 86.0 1972 15.1 84.9 1974 16.3 83.7 1977 17.5 82.5 1980 17.6 82.4 1983 16.9 83.1 1986 16.1 83.9 1990 19.2 80.8 1995 20.5 79.5 1998 20.5 79.5 2002 24.2 75.8 2006 23.2 76.8 2009 23.5 76.5 2013 22.0 78.0 2016 20.4 79.6 Enrollments at institutions with no recorded institutional level are not included.

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the modern language association of america 40

Table 2f Percentage Change in Fall Language Enrollments by Institutional Level in Selected Years Enrollments in Four-Year Undergraduate and Languages Other Than Two-Year Colleges Graduate Institutions English in United States Enrollments % Change Enrollments % Change Institutions of Higher 1959 44,609 — 493,318 — Education, Summer 2016 and Fall 2016: 1960 52,099 16.8 560,527 13.6 Final Report 1963 72,737 39.6 728,892 30.0 1965 109,019 49.9 925,632 27.0 1968 129,852 19.1 994,169 7.4 1970 155,154 19.5 952,333 –4.2 1972 151,878 –2.1 855,831 –10.1 1974 154,713 1.9 791,597 –7.5 1977 163,464 5.7 770,841 –2.6 1980 162,716 –0.5 761,621 –1.2 1983 163,023 0.2 802,164 5.3 1986 161,683 –0.8 841,490 4.9 1990 227,625 40.8 957,840 13.8 1995 233,123 2.4 905,649 –5.4 1998 243,096 4.3 943,536 4.2 2002 337,304 38.8 1,058,503 12.2 2006 364,980 8.2 1,210,858 14.4 2009 393,050 7.7 1,280,516 5.8 2013 343,245 –12.7 1,217,886 –4.9 2016 288,741 –15.9 1,129,097 –7.3 1959–2016 547.3 128.9 1974–2016 86.6 42.6 1983–2016 77.1 40.8 1995–2016 23.9 24.7 2006–16 –20.9 –6.8 Number of institutions reporting in 2016: 2,547. Enrollments at institutions with no recorded institutional level are not included.

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the modern language association of america 41

Table 2g Enrollments in Percentage Change in Fall Language Enrollments by Control and Affiliation, Fall 2009 to Languages Other Than Fall 2016 English in United States Private Independent Private Religious Institutions of Higher Public Institutions Nonprofit Institutions Nonprofit Institutions Education, Summer Enrollments % Change Enrollments % Change Enrollments % Change 2016 and Fall 2016: Fall 2009 1,218,252 — 208,425 — 232,877 — Final Report Fall 2013 1,122,628 –7.8% 203,828 –2.2% 219,210 –5.9% Fall 2016 1,011,220 –9.9% 183,296 –10.1% 204,339 –6.8% Number of institutions reporting in 2016: 2,547. Enrollments at institutions with no recorded control and affiliation are not included. Data on control and affiliation come from IPEDS data for 2016.

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the modern language association of america 42 Fall 2009 Fall Percentage Change in Fall Language Enrollments by Institution Size, Fall 2009 to Fall 2016 Fall to 2009 Fall Size, by Institution Enrollments Language Fall in Change Percentage 2h Table Fall 2013 Fall Fall 2016 Fall Enrollments at institutions with no recorded institution size are not included. Data on institution size come from IPEDS data for 2016. data IPEDS from come size on institution Data not included. are size institution no recorded with institutions at Enrollments 2016: in 2,547. reporting of institutions Number

Enrollments in Languages Other Than

English in United States Enrollments Very Small Institutions 26,931 26,274 Institutions of Higher 22,743

Education, Summer (under 1,000) 2016 and Fall 2016: Final Report % Change –2.4 – 13.4 —

Enrollments 297,097 280,503 252,624 Small Institutions (1,000–4,999) % Change –5.6 –9.9 —

Enrollments 259,522 239,128 209,141 Medium Institutions (5,000–9,999) % Change

–12.5 –7.9 —

Enrollments 383,710 361,836 326,277 Large Institutions (10,000–19,999) % Change –5.7 –9.8 —

Enrollments 694,890 638,877 588,594 Very Large Institutions (20,000 and above) and (20,000 % Change –8.1 –7.9 —

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the modern language association of america 43 Enrollments at institutions with no recorded Carnegie 2015 Basic Classification are not included. Data on Carnegie 2015 Basic Classification come from IPEDS data for for data 2016. from IPEDS come 2015 Classification Carnegie on Data Basic included. are not 2015 Classification Carnegie Basic no recorded with institutions at Enrollments 2016: in 2,547. reporting of institutions Number Fall 2016 Fall Fall 2013 Fall Fall 2009 Fall 2016 to Fall 2009 2015Fall by Carnegie Classification, Basic Enrollments Language Fall in Change Percentage 2i Table

Enrollments in

Languages Other Than Enrollments 281,929 331,519 English in United States 371,837 Institutions Institutions of Higher Associate’s Education, Summer Change – 15.0 2016 and Fall 2016: –10.8 — Final Report %

Enrollments 640 486 149 Special Focus Focus Special Institutions Two-Year Change

226.2 31.7 — %

Enrollments Baccalaureate and and Baccalaureate 24,457 27,819 27,950 Institutions Associate’s Change – 12.1

– 0.5 — %

Enrollments 145,926 156,569 172,106 Baccalaureate Baccalaureate Institutions Change – 6.8 – 9.0 — %

Enrollments 12,199 15,689 14,217 Special Focus Focus Special Institutions Four-Year Four-Year Change – 22.2

10.4 — %

Enrollments 292,561 319,650 323,007 Institutions Master’s Change – 8.5 – 1.0 — %

Enrollments 639,900 692,966 750,421 Institutions Doctoral Doctoral Change – 7.7 – 7.7 — %

Enrollments 1,717 1,838 2,293 Colleges Tribal Tribal Change – 6.6 – 19.8 — %

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the modern language association of america 44

Table 2j Percentage Change in Fall Language Enrollments by College Acceptance Rate, Fall 2009 to Fall 2016 0%–25% Acceptance Rate 26%–50% Acceptance Rate 51%–75% Acceptance Rate 76%–100% Acceptance Rate Enrollments % Change Enrollments % Change Enrollments % Change Enrollments % Change Fall 2009 105,060 — 256,586 — 525,219 — 342,272 — Fall 2013 97,265 –7.4 233,271 –9.1 508,664 –3.2 316,014 –7.7 Fall 2016 89,739 –7.7 221,801 –4.9 473,075 –7.0 280,476 –11.2 Number of institutions reporting in 2016: 2,547. Enrollments at institutions with no recorded application and admission data are not included. Data on applications and admissions come from IPEDS data for 2016. The acceptance rate was calculated using two IPEDS fields, APPLCN (number of applications) and ADMSSN (number of admissions). ADMSSN was divided by APPLCN, and the result was formatted as a percentage.

Enrollments in Languages Other Than English in United States Institutions of Higher Education, Summer 2016 and Fall 2016: Final Report

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the modern language association of america 45

Table 3a Geographic Distribution of Fall Language Enrollments Enrollments in 2013 2016 Languages Other Than Number % of National Number % of National English in United States Northeast 345,664 22.1 320,222 22.6 Institutions of Higher Education, Summer Midwest 329,542 21.1 295,048 20.8 2016 and Fall 2016: South Atlantic 361,059 23.1 333,528 23.5 Final Report South Central 148,124 9.5 136,872 9.7 Rocky Mountain 109,854 7.0 101,124 7.1 Pacific Coast 266,888 17.1 231,044 16.3 National 1,561,131 100.0 1,417,838 100.0 (total) Northeast: CT, DE, MA, ME, NH, NJ, NY, PA, RI, VT Midwest: IA, IL, IN, KS, MI, MN, MO, ND, NE, OH, SD, WI South Atlantic: AL, DC, FL, GA, KY, MD, NC, SC, TN, VA, WV South Central: AR, LA, MS, OK, TX Rocky Mountain: AZ, CO, ID, MT, NM, NV, UT, WY Pacific Coast: AK, CA, HI, OR, WA

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Table 3b Fall Language Enrollments by State Enrollments in Languages Other Than % Change, % Change, English in United States 2009 2013 2009–13 2016 2013–16 Institutions of Higher Alabama 16,999 16,581 –2.5 14,618 –11.8 Alaska 3,612 2,327 –35.6 2,056 –11.6 Education, Summer Arizona 39,673 33,890 –14.6 30,053 –11.3 2016 and Fall 2016: Arkansas 11,499 11,475 –0.2 10,063 –12.3 Final Report California 220,837 200,250 –9.3 177,233 –11.5 Colorado 25,504 21,909 –14.1 20,585 –6.0 Connecticut 19,009 17,950 –5.6 16,818 –6.3 Delaware 5,949 6,688 12.4 5,507 –17.7 District of Columbia 17,902 23,906 33.5 19,390 –18.9 Florida 56,627 52,992 –6.4 51,940 –2.0 Georgia 44,258 42,763 –3.4 45,603 6.6 Hawaii 9,657 9,985 3.4 8,198 –17.9 Idaho 7,161 7,142 –0.3 7,325 2.6 Illinois 58,767 50,372 –14.3 38,950 –22.7 Indiana 48,048 39,381 –18.0 42,522 8.0 Iowa 18,296 15,795 –13.7 15,717 –0.5 Kansas 12,453 11,027 –11.5 10,077 –8.6 Kentucky 21,333 20,530 –3.8 16,860 –17.9 Louisiana 19,372 17,007 –12.2 16,528 –2.8 Maine 4,660 4,236 –9.1 3,994 –5.7 Maryland 27,450 29,947 9.1 24,827 –17.1 Massachusetts 50,689 46,083 –9.1 41,652 –9.6 Michigan 53,372 46,958 –12.0 38,890 –17.2 Minnesota 33,134 28,912 –12.7 25,310 –12.5 Mississippi 13,830 13,081 –5.4 12,413 –5.1 Missouri 31,434 34,507 9.8 32,081 –7.0 Montana 3,933 3,518 –10.6 3,337 –5.1 Nebraska 8,727 7,770 –11.0 6,997 –9.9 Nevada 10,754 9,455 –12.1 8,832 –6.6 New Hampshire 5,847 6,177 5.6 4,978 –19.4 New Jersey 39,081 36,926 –5.5 33,398 –9.6 New Mexico 11,133 11,836 6.3 11,547 –2.4 New York 144,870 141,436 –2.4 134,052 –5.2 North Carolina 66,001 63,301 –4.1 59,101 –6.6 North Dakota 2,998 2,507 –16.4 1,827 –27.1 Ohio 58,450 57,792 –1.1 54,890 –-5.0 Oklahoma 16,789 14,852 –11.5 13,253 –10.8 Oregon 31,595 28,985 –8.3 20,861 –28.0 Pennsylvania 82,269 71,211 –13.4 65,740 –7.7 Rhode Island 9,011 9,073 0.7 9,274 2.2 South Carolina 32,784 31,256 –4.7 28,906 –7.5 South Dakota 3,331 2,791 –16.2 2,330 –16.5 Tennessee 29,370 27,062 –7.9 24,578 –9.2 Texas 98,657 91,664 –7.1 84,615 –7.7 Utah 20,314 19,214 –5.4 17,140 –10.8 Vermont 6,099 5,884 –3.5 4,809 –18.3 Virginia 47,905 45,012 –6.0 41,472 –7.9 Washington 28,463 25,341 –11.0 22,696 –10.4 West Virginia 9,431 7,754 –17.8 6,233 –19.6 Wisconsin 31,132 31,730 1.9 25,457 –19.8 Wyoming 3,097 2,890 –6.7 2,305 –20.2 Number of institutions reporting in 2016: 2,547. Total 1,673,566 1,561,131 –6.7 1,417,838 –9.2

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Table 4 Fall Modern Language (ML) Course Enrollments Compared with Total Number of Students Enrollments in Enrolled in Colleges and Universities in the United States Languages Other Than Total Number Total Student Index ML ML Index of ML Enrollments English in United States of Students1 of Growth (%) Enrollments2 Growth (%) per 100 Students Institutions of Higher 1960 3,789,000 100.0 612,626 100.0 16.2 Education, Summer 2016 and Fall 2016: 1965 5,920,864 156.3 977,118 159.5 16.5 Final Report 1968 7,491,863 197.7 1,070,759 174.8 14.3 1970 8,562,554 226.0 1,108,274 180.9 12.9 1972 9,193,880 242.6 962,840 157.2 10.5 1974 10,189,463 268.9 896,860 146.4 8.8 1977 11,233,645 296.5 884,105 144.3 7.9 1980 11,985,181 316.3 877,186 143.2 7.3 1983 12,271,921 323.9 921,754 150.5 7.5 1986 12,286,372 324.3 960,329 156.8 7.8 1990 13,604,944 359.1 1,140,873 186.2 8.4 1995 14,021,418 370.1 1,096,603 179.0 7.8 1998 14,142,694 373.3 1,144,106 186.8 8.1 2002 16,017,469 422.7 1,345,590 219.6 8.4 2006 16,692,999 440.6 1,520,847 248.3 9.1 2009 18,578,440 490.3 1,621,087 264.6 8.7 2013 18,718,238 494.0 1,521,074 248.3 8.1 2016 18,521,801 488.8 1,382,288 225.6 7.5 Number of institutions reporting in 2016: 2,547. The total numbers of students were purged in 2013 of those enrolled in for-profit institutions and those in institutions granting a degree of less than two years, since the MLA enrollment census does not include those institutions. 1. The figures in the first column are derived from data in publications of the United States Department of Education’s National Center for Education Statistics. The total enrollment for 1960 is an estimate. Statistics for 1965–2013 are drawn from Digest of Education Statistics, 2016 (“Table 303.10”). We derived our figures by subtracting the numbers in the “For-profit” column from the numbers in the “Total enrollment” column. The figure for 2016 is derived from the provisional data presented in Enrollment and Employees in Postsecondary Institutions, Fall 2016 (Ginder et al.). 2. Includes all languages reported in the census except Latin and Ancient Greek, which are excluded from this table because the 1960 survey covered modern languages only. To show comparable numbers over time, Latin and Ancient Greek were removed from all other enrollment numbers listed in this table.

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the modern language association of america 48 Arabic 1. Figures for ASL are not available before 1990. before not available are for ASL 1. Figures 2016: in 2,547. reporting of institutions Number Chinese Total Ancient Greek, Italian American Sign Sign American Other Languages Korean Japanese French Hebrew, Biblical Hebrew, Modern Russian Latin German Spanish Portuguese 5. Includes enrollments reported under “Hebrew, Biblical,” “Hebrew, Classical,” and “Hebrew, Rabbinic.” Excludes enrollments reported under “Hebrew” and “Hebrew, Biblical and and “Hebrew, and Biblical “Hebrew” under reported enrollments “Hebrew, Excludes and “Hebrew, Rabbinic.” under “Hebrew, Biblical,” Classical,” reported enrollments 5. Includes reported Testament,” Koine,” Old New “Greek, Testament.” Biblical,” Ancient,” “Greek, enrollments “Greek, “Greek, “Greek, and under Excludes reported enrollments Includes 4. “Arabic, Gulf,” “Arabic, Modern “Arabic, Iraqi,” “Arabic, “Arabic, Levantine,” Egyptian,” “Arabic,” “Arabic, Classical,” under “Arabic, Algerian,” reported enrollments Includes 2. Years Selected in Taught Most Languages Commonly Fifteen the in Enrollments Fall 5 Table 3. Latin and Ancient Greek were not included in the 1958 the in not were included census. Greek Ancient and 3. Latin Language Before 1986, some censuses combined Biblical Hebrew and Modern Hebrew enrollments under Hebrew. under enrollments Hebrew Modern and Hebrew Biblical combined Modern.” 1986, Before some censuses “Greek,” Hebrew,”under and Latin.” “Greek and “Greek and “Arabic, Syrian.” and “Arabic, Qur’anic,” “Arabic, Moroccan,” “Arabic, Sudanese,” Standard,” 3 2

1 Enrollments Languages in Other Than En 4 5

433,639 9,577

157,900 3,014 107,870 126,303

10,502 16,042 1958 — — — — 615 844 582 364 26

1,153,239

358,494 201,766 386,617

1970

34,236 71,558 36,369

16,543 28,422 — — — 6,115 6,620 5,065 1,333 101

924,337

248,303 127,015 378,952 4,894 3,471 11,366 34,793 32,524 11,516 23,987 22,132 25,019 1980

— — — 365 glish in United States Institutions of Higher Education, 2016Summer Education, of Higher in States Institutions United glish Fall and 2016: Final Report

1,185,465

273,116 133,594 534,143

1990 19,427 49,824 13,719 45,830 44,476

28,178 16,414 2,375 7,271 6,118 5,695 3,683 1,602

1,138,772

205,351

606,286

1995 26,471 43,760 17,271 44,723 24,729 96,263

25,897 16,272 3,343 7,479 6,531 5,648 4,444 4,304

1,395,807

201,985

745,215

2002 34,153 63,899 25,316 52,238 23,921 91,100

14,183 29,841 10,584 60,781 20,376 5,211 8,619 8,385

1,575,838

206,019

822,148

2006 51,382 78,176 33,800 65,410 24,784 94,146 10,310 14,137 32,164 24,010 79,744 22,842 7,146 9,620

1,673,566

215,244

861,015

2009 59,876 80,322 39,349 72,357 26,740 95,613 11,273 13,764 32,446 35,228 92,068 21,515 8,449 8,307

1,561,131

197,679

789,888

109,567

2013 61,084 70,982 34,746 12,256 66,771 21,979 86,782 12,407 12,596 27,209 33,526 16,961 6,698

1,417,838

175,667

712,240

107,060 2016 53,069 56,743 34,747 13,936 68,810 20,353 80,594

24,866 31,554 13,264 5,521 9,827 9,587 1958–2016 % Change,

53,500.0

–25.3

8,529.1

8,052.8

1,588.5 8,568.7 227.0 492.5 —

463.9 — — — — 11.3 83.2 26.9 1990–2016 % Change,

– 35.7 – 24.1 – 54.2 – 39.7

– 11.8 6,582.9 – 19.2

173.2 153.3 486.8 756.7 19.6 13.9 50.1 33.3 60.6 68.3

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Table 6 Percentage of Total Fall Language Course Enrollments for the Fifteen Most Commonly Taught Languages in 2016 1968 1980 1990 1995 2002 2006 2009 2013 2016 Spanish 32.3 41.0 45.1 53.2 53.4 52.2 51.4 50.6 50.2 French 34.4 26.9 23.0 18.0 14.5 13.1 12.9 12.7 12.4 American Sign — — 0.1 0.4 4.4 5.1 5.5 7.0 7.6 Language1 German 19.2 13.7 11.3 8.5 6.5 6.0 5.7 5.6 5.7 Japanese 0.4 1.2 3.9 3.9 3.7 4.2 4.3 4.3 4.9 Italian 2.7 3.8 4.2 3.8 4.6 5.0 4.8 4.5 4.0 Chinese 0.5 1.2 1.6 2.3 2.4 3.3 3.6 3.9 3.7 Arabic2 0.1 0.4 0.3 0.4 0.8 1.5 2.1 2.1 2.2 Latin 3.0 2.7 2.4 2.3 2.1 2.0 1.9 1.7 1.8 Russian 3.7 2.6 3.8 2.2 1.7 1.6 1.6 1.4 1.4 Korean 0.01 0.04 0.2 0.3 0.4 0.5 0.5 0.8 1.0 Greek, Ancient3 1.7 2.4 1.4 1.4 1.5 1.4 1.3 1.1 0.9 Portuguese 0.4 0.5 0.5 0.6 0.6 0.7 0.7 0.8 0.7 Hebrew, Biblical4 — — 0.5 0.5 1.0 0.9 0.8 0.8 0.7 Hebrew, Modern — — 0.6 0.7 0.6 0.6 0.5 0.4 0.4 Other languages 1.6 3.5 1.2 1.5 1.8 2.1 2.4 2.2 2.5 Total percentage 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 Total enrollment 1,124,021 924,337 1,185,465 1,138,772 1,395,807 1,575,838 1,673,566 1,561,131 1,417,838 Number of institutions reporting: 2,547. 1. Figures for ASL are not available before 1990. 2. Includes enrollments reported under “Arabic,” “Arabic, Algerian,” “Arabic, Classical,” “Arabic, Egyptian,” “Arabic, Gulf,” “Arabic, Iraqi,” “Arabic, Levantine,” “Arabic, Modern Standard,” “Arabic, Moroccan,” “Arabic, Qur’anic,” “Arabic, Sudanese,” and “Arabic, Syrian.” 3. Includes enrollments reported under “Greek, Ancient,” “Greek, Biblical,” “Greek, Koine,” “Greek, New Testament,” and “Greek, Old Testament.” Excludes enrollments reported under “Greek,” “Greek and Hebrew,” and “Greek and Latin.” 4. Includes enrollments reported under “Hebrew, Biblical,” “Hebrew, Classical,” and “Hebrew, Rabbinic.” Excludes enrollments reported under “Hebrew” and “Hebrew, Biblical and Modern.” Before 1986, some censuses combined Biblical Hebrew and Modern Hebrew enrollments under Hebrew.

Enrollments in Languages Other Than English in United States Institutions of Higher Education, Summer 2016 and Fall 2016: Final Report

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Table 7 Comparison of Introductory and Advanced Undergraduate Fall Language Enrollments, 2009, 2013, and 2016

Introductory Advanced Ratio of Introductory to Advanced Enrollments Enrollments, 2016 Enrollments, 2016 2016 2013 2009 American Sign Language 94,599 10,636 9:1 9:1 11:1 Arabic1 26,888 4,114 7:1 7:1 7:1 Chinese 39,634 12,210 3:1 4:1 4:1 French 142,648 30,258 5:1 5:1 4:1 German 65,103 13,856 5:1 5:1 4:1 Greek, Ancient2 7,229 1,951 4:1 4:1 4:1 Hebrew, Biblical3 4,057 1,924 2:1 1:1 1:1 Hebrew, Modern 4,719 690 7:1 4:1 5:1 Italian 50,934 5,175 10:1 11:1 10:1 Japanese 57,616 10,715 5:1 5:1 5:1 Korean 11,409 2,329 5:1 4:1 3:1 Latin 20,954 2,880 7:1 7:1 7:1 Portuguese 7,169 2,299 3:1 3:1 3:1 Russian 15,052 4,777 3:1 3:1 3:1 Spanish 584,533 119,888 5:1 5:1 5:1 Other Languages 26,018 6,357 4:1 6:1 5:1 Total 1,158,562 230,059 5:1 5:1 5:1 Number of institutions reporting: 2,527. Numbers in the ratio column are rounded. 1. Includes enrollments reported under “Arabic,” “Arabic, Algerian,” “Arabic, Classical,” “Arabic, Egyptian,” “Arabic, Gulf,” “Arabic, Iraqi,” “Arabic, Levantine,” “Arabic, Modern Standard,” “Arabic, Moroccan,” “Arabic, Qur’anic,” “Arabic, Sudanese,” and “Arabic, Syrian.” 2. Includes enrollments reported under “Greek, Ancient,” “Greek, Biblical,” “Greek, Koine,” “Greek, New Testament,” and “Greek, Old Testament.” Excludes enrollments reported under “Greek,” “Greek and Hebrew,” and “Greek and Latin.” 3. Includes enrollments reported under “Hebrew, Biblical,” “Hebrew, Classical,” and “Hebrew, Rabbinic.” Excludes enrollments reported under “Hebrew” and “Hebrew, Biblical and Modern.” Before 1986, some censuses combined Biblical Hebrew and Modern Hebrew enrollments under Hebrew.

Enrollments in Languages Other Than English in United States Institutions of Higher Education, Summer 2016 and Fall 2016: Final Report

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Table 8 Fall Enrollments in 310 Less Commonly Taught Languages, 2009, 2013, 2016 Undergraduate Programs Two-Year Four-Year Graduate Institutions Institutions Programs Totals A’ani Nin / Gros Ventre 2009 13 13 2013 0 2016 15 15 African languages 2009 0 2013 4 0 4 2016 0 Afrikaans 2009 4 0 4 2013 4 0 4 2016 25 1 26 Ahtena/Ahtna 2009 0 2013 0 2016 16 16 Akan 2009 13 0 13 2013 38 3 41 2016 18 3 21 Akkadian 2009 47 81 128 2013 38 71 109 2016 45 74 119 Alaskan languages 2009 207 0 207 2013 0 2016 0 Albanian 2009 0 1 1 2013 0 2016 10 0 10 Algonquin/Anishinaabemowin 2009 0 2013 0 2016 9 9 Alutiiq 2009 0 2013 0 2016 31 31 Amharic 2009 60 0 60 2013 17 1 18 2016 57 1 58 Anglo-Saxon 2009 0 2013 0 2016 0 19 19 Anishinabe 2009 36 36 2013 70 70 2016 63 31 94 Apache 2009 47 47 2013 25 25 2016 0 9 9 Arabian, Old South 2009 0 2013 4 4 2016 0 Arabic, Classical 2009 0 235 0 235 2013 84 14 98 2016 6 5 11

(continued) Enrollments in Languages Other Than English in United States Institutions of Higher Education, Summer 2016 and Fall 2016: Final Report

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Table 8 (cont.) Fall Enrollments in 310 Less Commonly Taught Languages, 2009, 2013, 2016 Undergraduate Programs Two-Year Four-Year Graduate Institutions Institutions Programs Totals Arabic, Egyptian 2009 0 2013 45 113 0 158 2016 38 150 0 188 Arabic, Gulf 2009 0 2013 4 0 4 2016 0 0 0 0 Arabic, Iraqi 2009 60 1 0 61 2013 159 159 2016 25 25 Arabic, Levantine 2009 0 2013 200 48 0 248 2016 56 98 0 154 Arabic, Modern Standard 2009 0 2013 4 548 21 573 2016 183 666 20 869 Arabic, Moroccan 2009 0 2013 0 2016 1 1 Arabic, Qur’anic 2009 20 1 21 2013 0 0 0 2016 1 1 2 Arabic, Sudanese 2009 0 3 3 2013 4 0 4 2016 7 1 0 8 Aramaic 2009 229 333 562 2013 28 701 368 1,097 2016 11 1,936 645 2,592 Aramaic, Ancient 2009 0 2013 0 3 3 2016 199 254 453 Aramaic, Biblical 2009 0 2013 0 2016 5 5 Aramaic, Modern 2009 22 0 22 2013 0 2016 0 Aramaic, Rabbinic/Talmudic/ 2009 0 12 12 Targumic 2013 0 9 9 2016 124 0 124 Arapahoe 2009 41 19 0 60 2013 17 7 24 2016 15 15 30 Arikara 2009 13 13 2013 12 12 2016 0 0 Armenian 2009 537 209 1 747 2013 512 180 1 693 2016 282 850 2 1,134 (continued) Enrollments in Languages Other Than English in United States Institutions of Higher Education, Summer 2016 and Fall 2016: Final Report

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Table 8 (cont.) Fall Enrollments in 310 Less Commonly Taught Languages, 2009, 2013, 2016 Undergraduate Programs Two-Year Four-Year Graduate Institutions Institutions Programs Totals Armenian, Classical 2009 0 7 7 2013 5 0 5 2016 1 1 Armenian, Eastern 2009 84 0 84 2013 96 96 2016 51 51 Armenian, Modern 2009 0 2013 17 17 2016 31 12 43 Armenian, Western 2009 31 0 31 2013 20 20 2016 26 26 A shanti-Twi 2009 0 2013 22 22 2016 0 Assiniboine 2009 23 23 2013 43 43 2016 0 Athabaskan languages 2009 0 2013 12 4 16 2016 19 1 20 Aymara 2009 1 0 1 2013 0 2016 0 Azerbaijani 2009 2 0 2 2013 0 2016 0 Azeri 2009 3 0 3 2013 0 2016 0 Bamana 2009 26 2 28 2013 11 3 14 2016 40 40 Bambara 2009 0 0 0 2013 21 21 2016 0 Basque 2009 57 3 60 2013 118 5 123 2016 87 7 94 Bengali/Bangla 2009 1 95 2 98 2013 54 10 64 2016 15 91 7 113 Blackfeet 2009 42 42 2013 38 27 65 2016 56 56 Bosnian 2009 52 3 55 2013 0 2016 0

(continued) Enrollments in Languages Other Than English in United States Institutions of Higher Education, Summer 2016 and Fall 2016: Final Report

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Table 8 (cont.) Fall Enrollments in 310 Less Commonly Taught Languages, 2009, 2013, 2016 Undergraduate Programs Two-Year Four-Year Graduate Institutions Institutions Programs Totals Bosnian/Croatian/Serbian 2009 24 0 24 2013 147 7 154 2016 152 7 159 Bulgarian 2009 12 0 12 2013 16 0 16 2016 11 5 16 Burmese 2009 29 0 29 2013 31 12 43 2016 310 10 320 Cambodian 2009 27 0 27 2013 47 47 2016 19 0 19 Cantonese 2009 57 119 9 185 2013 66 206 11 283 2016 30 236 1 267 Catalan 2009 105 5 110 2013 82 5 87 2016 117 7 124 Cebuano 2009 0 2013 9 9 2016 16 16 Celtic languages 2009 49 0 49 2013 0 2016 0 Chamorro 2009 18 0 18 2013 6 6 2016 10 10 Chechen 2009 0 2013 0 2016 8 8 Cherokee 2009 27 321 0 348 2013 16 417 0 433 2016 13 428 0 441 Cheyenne 2009 28 0 28 2013 9 9 2016 0 Cheyenne, Northern 2009 50 50 2013 42 42 2016 42 42 Chichewa 2009 3 0 3 2013 1 1 2016 4 4 Chickasaw 2009 0 2013 0 2016 8 0 8 Chinese, Classical 2009 179 26 205 2013 148 37 185 2016 1 265 32 298

(continued) Enrollments in Languages Other Than English in United States Institutions of Higher Education, Summer 2016 and Fall 2016: Final Report

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Table 8 (cont.) Fall Enrollments in 310 Less Commonly Taught Languages, 2009, 2013, 2016 Undergraduate Programs Two-Year Four-Year Graduate Institutions Institutions Programs Totals Chinese, Premodern 2009 0 2013 16 16 2016 6 6 Chinook Wa Wa 2009 0 2013 19 1 20 2016 0 Chinyanja 2009 11 0 11 2013 0 2016 0 Chippewa/Cree 2009 12 0 12 2013 7 7 2016 12 12 Choctaw 2009 6 187 0 193 2013 1 213 0 214 2016 4 180 0 184 Coeur d'Alene 2009 4 4 2013 7 7 2016 0 0 Comanche 2009 12 0 12 2013 0 2016 17 9 0 26 Coptic 2009 4 15 19 2013 13 10 23 2016 2 14 16 Cree 2009 44 20 0 64 2013 35 15 50 2016 47 47 Creole languages 2009 0 2013 0 2016 9 9 Creole, African 2009 0 2013 12 0 12 2016 Creole, Cape Verdean 2009 32 32 0 64 2013 13 28 41 2016 19 18 0 37 Creole, Haitian 2009 135 0 135 2013 171 8 179 2016 192 4 196 Creole, Jamaican/Patois 2009 0 2013 0 2016 17 17 Creoloid languages 2009 0 2013 13 6 19 2016 0 0 0 Croatian 2009 42 2 44 2013 1 1 2016 0

(continued) Enrollments in Languages Other Than English in United States Institutions of Higher Education, Summer 2016 and Fall 2016: Final Report

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Table 8 (cont.) Fall Enrollments in 310 Less Commonly Taught Languages, 2009, 2013, 2016 Undergraduate Programs Two-Year Four-Year Graduate Institutions Institutions Programs Totals Crow 2009 94 94 2013 81 81 2016 116 116 Czech 2009 391 15 406 2013 189 20 209 2016 232 4 236 Czech/Slovak 2009 0 2013 0 2016 16 0 16 Dakota 2009 173 54 0 227 2013 66 36 0 102 2016 140 44 0 184 Dakota/Lakota 2009 19 66 0 85 2013 68 0 68 2016 28 0 28 Danish 2009 155 0 155 2013 64 0 64 2016 111 0 111 Dari/Afghan Persian 2009 29 17 0 46 2013 6 4 3 13 2016 0 0 Dena’ina/Tanaina 2009 0 2013 0 2016 20 20 Dinka 2009 3 0 3 2013 0 2016 0 Dutch 2009 506 10 516 2013 334 13 347 2016 262 2 264 East Asian languages 2009 0 2013 1 1 2016 0 Egyptian 2009 83 31 114 2013 49 2 51 2016 58 22 80 Egyptian, Ancient 2009 0 2013 16 3 19 2016 24 12 36 Egyptian, Late 2009 0 2013 2 1 3 2016 0 Egyptian, Middle 2009 15 1 16 2013 35 10 45 2016 3 3 6 Eskimo 2009 0 2013 94 94 2016 0

(continued) Enrollments in Languages Other Than English in United States Institutions of Higher Education, Summer 2016 and Fall 2016: Final Report

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Table 8 (cont.) Fall Enrollments in 310 Less Commonly Taught Languages, 2009, 2013, 2016 Undergraduate Programs Two-Year Four-Year Graduate Institutions Institutions Programs Totals Esperanto 2009 7 0 7 2013 0 2016 0 Estonian 2009 2 0 2 2013 3 1 4 2016 7 3 10 Far Eastern languages 2009 0 2013 10 10 2016 0 Farsi/Persian 2009 652 1,799 108 2,559 2013 541 2,048 111 2,700 2016 377 1,823 130 2,330 Fijian 2009 0 2013 9 9 2016 3 3 Filipino/Pilipino/Tagalog 2009 592 768 0 1,360 2013 346 977 2 1,325 2016 143 1,161 4 1,308 Finnish 2009 8 108 0 116 2013 6 375 2 383 2016 2 245 3 250 French, Cajun 2009 0 2013 0 10 10 2016 0 0 French, Old 2009 0 2013 12 12 2016 0 26 6 32 Fula 2009 3 0 3 2013 0 2016 0 Gaelic 2009 8 0 8 2013 66 0 66 2016 58 0 58 Gaelic, Scottish 2009 39 0 39 2013 3 0 3 2016 7 7 Galician 2009 0 2013 8 0 8 2016 0 Georgian 2009 14 1 15 2013 1 6 7 2016 6 6 German, Middle High 2009 45 20 65 2013 0 13 0 13 2016 5 4 9 German, Old Low / Saxon, Old 2009 0 2013 0 2016 9 9

(continued) Enrollments in Languages Other Than English in United States Institutions of Higher Education, Summer 2016 and Fall 2016: Final Report

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Table 8 (cont.) Fall Enrollments in 310 Less Commonly Taught Languages, 2009, 2013, 2016 Undergraduate Programs Two-Year Four-Year Graduate Institutions Institutions Programs Totals German, Pennsylvania 2009 0 2013 0 2016 19 19 German, Theological 2009 0 7 7 2013 0 16 16 2016 9 9 Gikuyu/Kikuyu 2009 0 0 0 2013 1 0 1 2016 2 2 Greek 2009 126 26 152 2013 8 25 0 33 2016 0 0 0 Greek and Hebrew 2009 0 2013 21 11 32 2016 30 20 50 Greek and Latin 2009 1,274 32 1,306 2013 756 9 765 2016 4 4 Greek, Biblical 2009 155 220 375 2013 441 783 1,224 2016 552 950 1,502 Greek, Koine 2009 388 523 911 2013 729 1,096 1,825 2016 353 347 700 Greek, Modern 2009 72 1,872 38 1,982 2013 0 1,033 104 1,137 2016 0 730 55 785 Greek, New Testament 2009 98 95 193 2013 526 538 1,064 2016 121 257 378 Greek, Old Testament 2009 0 3 3 2013 0 0 0 2016 0 Guarani 2009 0 2013 6 6 2016 7 7 Gujarati 2009 11 0 11 2013 6 6 2016 5 5 Haida 2009 0 2013 7 7 2016 15 15 Hausa 2009 34 0 34 2013 5 0 5 2016 3 0 3 Hawai‘ian 2009 556 1,351 99 2,006 2013 669 1,663 87 2,419 2016 630 1,057 53 1,740

(continued) Enrollments in Languages Other Than English in United States Institutions of Higher Education, Summer 2016 and Fall 2016: Final Report

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Table 8 (cont.) Fall Enrollments in 310 Less Commonly Taught Languages, 2009, 2013, 2016 Undergraduate Programs Two-Year Four-Year Graduate Institutions Institutions Programs Totals Hebrew 2009 36 529 35 600 2013 9 342 69 420 2016 90 12 102 Hebrew, Biblical and Modern 2009 0 2013 104 51 155 2016 386 87 473 Hebrew, Classical 2009 6 0 6 2013 40 0 40 2016 0 Hebrew, Rabbinic 2009 0 2013 1 4 5 2016 22 161 183 Hidatsa 2009 34 34 2013 34 34 2016 33 33 Hindi 2009 39 2,071 63 2,173 2013 48 1,701 64 1,813 2016 29 1,345 52 1,426 Hindi-Urdu 2009 5 603 23 631 2013 10 512 11 533 2016 0 670 28 698 Hittite 2009 9 3 12 2013 7 3 10 2016 6 2 8 Hmong 2009 110 272 11 393 2013 123 418 1 542 2016 57 350 1 408 Ho-Chunk 2009 30 30 2013 15 15 2016 10 10 Hungarian 2009 101 4 105 2013 112 12 124 2016 104 2 106 Icelandic 2009 7 0 7 2013 10 10 2016 10 10 Icelandic, Old 2009 0 2013 0 9 9 2016 0 Igbo 2009 22 0 22 2013 32 1 33 2016 29 0 29 Ilocano/Ilokano 2009 0 96 0 96 2013 88 88 2016 67 67 Indonesia, Bahasa 2009 0 2013 12 12 2016 9 9

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Table 8 (cont.) Fall Enrollments in 310 Less Commonly Taught Languages, 2009, 2013, 2016 Undergraduate Programs Two-Year Four-Year Graduate Institutions Institutions Programs Totals Indonesian 2009 17 233 46 296 2013 12 262 15 289 2016 353 22 375 Indonesian, Malay 2009 0 2013 65 18 83 2016 14 2 16 Ingwaeonic languages 2009 0 2013 3 3 2016 0 Inuktitut 2009 0 2013 2 2 2016 8 8 Inupiaq 2009 31 31 2013 22 22 2016 51 24 0 75 Iranian languages 2009 158 0 158 2013 13 13 2016 0 Iranian languages, Middle 2009 0 2013 3 3 2016 4 4 Iranian languages, Old 2009 0 21 21 2013 0 2016 0 Irish 2009 27 298 0 325 2013 213 0 213 2016 235 5 240 Irish, Modern 2009 76 0 76 2013 95 0 95 2016 81 0 81 Irish, Old 2009 7 0 7 2013 0 2016 0 0 0 Irish, Old and Middle 2009 0 2013 3 3 2016 0 Japanese, Classical 2009 22 0 22 2013 59 7 66 2016 52 0 52 Javanese 2009 1 0 1 2013 0 2016 0 Kannada 2009 4 0 4 2013 5 5 2016 2 2 Kazakh/Qazaq 2009 3 1 4 2013 11 5 16 2016 3 3 6

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Table 8 (cont.) Fall Enrollments in 310 Less Commonly Taught Languages, 2009, 2013, 2016 Undergraduate Programs Two-Year Four-Year Graduate Institutions Institutions Programs Totals Khmer 2009 58 2 60 2013 19 58 0 77 2016 50 116 3 169 Ki-Kongo 2009 0 2013 0 2016 1 1 Kiksht 2009 0 2013 5 5 2016 2 2 Kinyarwanda 2009 0 2013 0 2016 4 4 Kiowa 2009 121 0 121 2013 77 0 77 2016 3 165 0 168 Kirgiz/Kyrgyz 2009 1 0 1 2013 0 2016 1 1 Kootenai 2009 9 0 9 2013 13 13 2016 5 5 Kumeyaay 2009 0 2013 13 13 2016 0 Kurdish 2009 18 0 18 2013 10 0 10 2016 3 1 4 Ladino 2009 3 0 3 2013 4 4 2016 0 Lakota 2009 580 21 601 2013 571 2 573 2016 376 0 376 Laotian 2009 0 2013 0 2016 7 7 Latin, Medieval 2009 20 124 0 144 2013 0 3 9 12 2016 17 0 17 Latvian 2009 7 0 7 2013 4 4 2016 9 9 Lingala 2009 11 1 12 2013 9 9 2016 15 0 15 Lithuanian 2009 0 2013 62 0 62 2016 7 7

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Table 8 (cont.) Fall Enrollments in 310 Less Commonly Taught Languages, 2009, 2013, 2016 Undergraduate Programs Two-Year Four-Year Graduate Institutions Institutions Programs Totals Luganda 2009 0 0 0 2013 18 18 2016 0 Luiseno 2009 16 0 16 2013 0 2016 18 18 Lushootseed 2009 10 10 2013 0 5 0 5 2016 0 0 0 Lusoga/Soga 2009 0 2013 0 2016 1 1 Luwian 2009 0 2013 0 2016 4 1 5 Malagasy 2009 0 2013 48 48 2016 88 88 Malay 2009 1 0 1 2013 20 0 20 2016 6 6 Malayalam 2009 16 2 18 2013 44 0 44 2016 28 9 37 Maliseet Wabanaki 2009 28 0 28 2013 30 0 30 2016 5 5 Manchu 2009 0 0 0 2013 3 3 2016 2 2 Mandan 2009 4 4 2013 0 2016 3 3 Mandarin 2009 440 1,187 109 1,736 2013 391 399 123 913 2016 45 1,093 41 1,179 Maninka 2009 0 2013 1 1 2016 0 Maori 2009 42 0 42 2013 23 23 2016 33 33 Marathi 2009 9 0 9 2013 4 1 5 2016 11 2 13 Mayan 2009 26 0 26 2013 0 2016 1 0 1

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Table 8 (cont.) Fall Enrollments in 310 Less Commonly Taught Languages, 2009, 2013, 2016 Undergraduate Programs Two-Year Four-Year Graduate Institutions Institutions Programs Totals Mayan, Kaqchikel 2009 0 2013 7 4 11 2016 0 Mayan, Quiché 2009 0 2013 33 0 33 2016 12 6 18 Mayan, Yucatec 2009 0 2013 7 5 12 2016 1 2 3 Menominee 2009 31 31 2013 30 30 2016 0 0 Mixtecan languages 2009 0 2013 0 2016 5 0 5 Mohawk 2009 21 0 21 2013 0 2016 15 15 Mongolian 2009 15 0 15 2013 4 12 16 2016 12 6 18 Muskogee/Maskoke/Creek 2009 143 0 143 2013 149 0 149 2016 64 52 0 116 Nahuatl languages 2009 21 0 21 2013 0 0 2016 24 6 30 Nakoda 2009 0 2013 0 2016 25 25 Nakona 2009 8 8 2013 7 7 2016 12 12 Namibian languages 2009 9 0 9 2013 0 2016 0 Native American languages 2009 0 2013 17 17 2016 0 Navajo 2009 245 665 4 914 2013 176 678 0 854 2016 267 567 0 834 Near Eastern languages 2009 0 2013 6 6 2016 1 5 6 Nepali 2009 44 0 44 2013 27 1 28 2016 16 0 16

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Table 8 (cont.) Fall Enrollments in 310 Less Commonly Taught Languages, 2009, 2013, 2016 Undergraduate Programs Two-Year Four-Year Graduate Institutions Institutions Programs Totals Nez Perce 2009 11 38 0 49 2013 30 0 30 2016 26 26 Norse 2009 12 3 15 2013 0 2016 0 Norse, Old 2009 0 2013 46 7 53 2016 13 0 13 Norwegian 2009 826 5 831 2013 729 5 734 2016 668 4 672 Norwegian, Modern 2009 0 2013 31 0 31 2016 0 0 Nselxcin (Okanogan and Nespelem) 2009 0 2013 10 10 2016 8 8 Ojibwa/Ojibway/Ojibwe 2009 328 372 0 700 2013 183 260 0 443 2016 253 250 0 503 Okinawan 2009 0 2013 0 2016 28 28 Omaha 2009 13 13 2013 13 13 2016 8 8 Oneida 2009 25 17 0 42 2013 9 0 9 2016 0 0 0 Osage 2009 0 2013 6 6 2016 0 0 Palenquero 2009 0 2013 1 1 2016 0 Pali 2009 1 1 2 2013 1 2 3 2016 6 0 6 Pashto 2009 15 0 15 2013 356 14 6 376 2016 3 3 6 Pawnee 2009 0 2013 3 3 2016 0 0 Phoenician 2009 0 2013 3 3 2016 0

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Table 8 (cont.) Fall Enrollments in 310 Less Commonly Taught Languages, 2009, 2013, 2016 Undergraduate Programs Two-Year Four-Year Graduate Institutions Institutions Programs Totals Pima 2009 12 12 2013 0 0 2016 0 0 Plains Indian Sign Language 2009 0 2013 1 1 2016 0 Polish 2009 94 1,127 30 1,251 2013 57 776 38 871 2016 49 662 20 731 Potawatomi 2009 0 2013 0 2016 5 0 5 Prakrit languages 2009 0 2013 0 2016 7 7 Pulaar 2009 0 0 0 2013 2 2 2016 5 5 Punjabi 2009 305 160 0 465 2013 13 111 0 124 2016 0 124 0 124 Pushtu, Afghan 2009 95 95 2013 0 2016 58 58 Quechua/Kichwa languages 2009 94 10 104 2013 71 23 94 2016 96 12 108 Romance languages 2009 0 2013 14 11 25 2016 9 22 31 Romanian/Rumanian 2009 180 15 195 2013 209 2 211 2016 250 2 252 Sahaptin languages 2009 11 0 11 2013 12 0 12 2016 10 10 Salish 2009 14 32 0 46 2013 0 38 38 2016 50 50 Samoan 2009 0 281 0 281 2013 0 264 264 2016 264 264 Sanskrit 2009 376 105 481 2013 274 73 347 2016 241 91 332 Sanskrit, Vedic 2009 0 16 16 2013 13 52 65 2016 11 38 49

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Table 8 (cont.) Fall Enrollments in 310 Less Commonly Taught Languages, 2009, 2013, 2016 Undergraduate Programs Two-Year Four-Year Graduate Institutions Institutions Programs Totals Scandinavian languages 2009 518 57 575 2013 84 5 89 2016 291 16 307 Semitic languages 2009 0 2013 1 1 2016 0 Semitic languages, Ancient 2009 0 2013 1 1 2016 0 Serbian 2009 68 22 90 2013 0 2016 0 Serbian/Croatian 2009 11 1 12 2013 14 29 4 47 2016 2 32 5 39 Serbo-Croatian 2009 4 148 7 159 2013 55 6 61 2016 17 1 18 Sesotho 2009 24 0 24 2013 0 0 0 2016 0 Setswana 2009 0 0 0 2013 4 4 2016 1 1 Shona 2009 1 1 2 2013 0 2016 0 Shoshoni 2009 10 10 0 20 2013 0 2016 3 6 9 Sign language 2009 0 2013 12 72 84 2016 163 176 339 Sinhala/Sinhalese/Singhalese 2009 4 0 4 2013 0 0 0 2016 20 0 20 Slavic languages 2009 79 3 82 2013 24 11 35 2016 237 31 268 Slavic, Church 2009 10 0 10 2013 4 4 2016 0 Slavic, Old Church 2009 53 20 73 2013 6 6 2016 5 5 Slavonic, Old Church 2009 0 2013 14 14 2016 3 8 11

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Table 8 (cont.) Fall Enrollments in 310 Less Commonly Taught Languages, 2009, 2013, 2016 Undergraduate Programs Two-Year Four-Year Graduate Institutions Institutions Programs Totals Slovak 2009 64 0 64 2013 25 0 25 2016 32 32 Slovene/Slovenian 2009 13 13 0 26 2013 30 1 31 2016 26 0 26 Somali 2009 44 2 46 2013 80 1 81 2016 131 0 131 Southeast Asian languages 2009 0 2013 0 2016 5 5 Spanish, Pastoral 2009 0 14 14 2013 6 13 19 2016 26 26 Sumerian 2009 16 5 21 2013 15 13 28 2016 15 6 21 Swahili/Kiswahili 2009 7 2,510 38 2,555 2013 0 2,218 41 2,259 2016 0 1,803 39 1,842 Swedish 2009 756 2 758 2013 720 12 732 2016 656 0 656 Syriac 2009 8 17 25 2013 11 10 21 2016 1 19 20 Tahitian 2009 18 0 18 2013 12 12 2016 5 5 Taiwanese 2009 16 1 17 2013 15 2 17 2016 9 9 Tajik 2009 4 0 4 2013 1 1 2016 1 0 1 Tamil 2009 83 11 94 2013 73 9 82 2016 95 9 104 Tati 2009 0 2013 0 2016 1 1 Telugu 2009 40 7 47 2013 51 0 51 2016 23 0 23 Thai 2009 14 286 17 317 2013 6 276 10 292 2016 310 11 321

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Table 8 (cont.) Fall Enrollments in 310 Less Commonly Taught Languages, 2009, 2013, 2016 Undergraduate Programs Two-Year Four-Year Graduate Institutions Institutions Programs Totals Tibetan 2009 73 36 109 2013 118 62 180 2016 105 22 127 Tibetan, Classical 2009 32 9 41 2013 17 11 28 2016 15 0 15 Tigrinya 2009 4 0 4 2013 0 2016 2 2 Tlingit 2009 0 2013 89 89 2016 51 51 Tocharian languages 2009 0 2013 0 6 6 2016 0 Tohono O’odham 2009 28 5 0 33 2013 15 15 2016 63 63 Tonga 2009 0 16 0 16 2013 0 2016 0 Tongan 2009 35 0 35 2013 21 38 59 2016 78 78 Tsimshian 2009 0 2013 0 2016 5 5 Tswana 2009 1 0 1 2013 0 2016 0 Turkic languages 2009 3 2 5 2013 0 2016 0 Turkic, Ancient 2009 0 2013 0 2016 7 7 Turkic, Old 2009 0 2013 4 4 2016 0 Turkish 2009 8 582 58 648 2013 61 608 61 730 2016 20 528 80 628 Turkish, Middle 2009 0 2013 0 2016 10 0 10 Turkish, Ottoman 2009 7 0 7 2013 12 12 2016 14 13 27

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Table 8 (cont.) Fall Enrollments in 310 Less Commonly Taught Languages, 2009, 2013, 2016 Undergraduate Programs Two-Year Four-Year Graduate Institutions Institutions Programs Totals Twi 2009 19 6 25 2013 108 2 110 2016 69 5 74 Ugaritic 2009 1 17 18 2013 3 0 3 2016 5 7 12 Ukrainian 2009 63 11 74 2013 55 4 59 2016 1 62 19 82 Urdu 2009 23 277 30 330 2013 98 229 24 351 2016 7 286 22 315 Uyghur 2009 9 0 9 2013 5 5 10 2016 4 5 9 Uzbek 2009 4 22 1 27 2013 17 10 27 2016 9 1 10 Vedic 2009 0 2013 4 4 2016 0 0 Vietnamese 2009 1,465 1,231 16 2,712 2013 1,079 1,009 9 2,097 2016 820 1,095 7 1,922 Welsh 2009 33 0 33 2013 78 0 78 2016 48 0 48 Welsh, Early 2009 8 0 8 2013 0 2016 0 Welsh, Middle 2009 0 2013 2 2 2016 0 Wolof 2009 160 4 164 2013 67 7 74 2016 46 2 48 Xhosa 2009 16 1 17 2013 22 1 23 2016 1 0 1 Xwlemi (Lummi) 2009 15 15 2013 0 2016 0 Yaqui 2009 12 12 2013 0 2016 0 Yiddish 2009 301 30 331 2013 230 21 251 2016 383 22 405

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Table 8 (cont.) Fall Enrollments in 310 Less Commonly Taught Languages, 2009, 2013, 2016 Undergraduate Programs Two-Year Four-Year Graduate Institutions Institutions Programs Totals Yoruba 2009 407 0 407 2013 228 2 230 2016 290 10 300 Yup’ik/Yupic 2009 0 2013 41 41 2016 92 92 Yurok 2009 0 2013 23 23 2016 0 Zapotec languages 2009 8 0 8 2013 0 2016 0 Zulu 2009 107 0 107 2013 84 6 90 2016 115 4 119 Zuni 2009 13 13 2013 21 23 0 44 2016 0 Totals 2009 6,828 31,617 2,712 41,157 2013 5,873 29,767 4,508 40,148 2016 4,426 30,229 4,113 38,768

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Table 9a Fall Enrollments in Fifteen Leading Middle Eastern or African Less Commonly Taught Languages in Selected Years % Change % Change 1974 1990 1995 2002 2006 2009 2013 2016 2013–16 1974–2016 Aramaic 371 332 196 1,686 2,556 562 1,097 2,592 136.3 598.7 Farsi/Persian 278 380 469 1,202 2,282 2,559 2,700 2,330 –13.7 738.1 Swahili/Kiswahili 1,694 1,209 1,209 1,593 2,173 2,555 2,259 1,842 –18.5 8.7 Arabic, Modern 573 869 51.7 — Standard Hebrew, Biblical and 10 155 473 205.2 — Modern Aramaic, Ancient 3 453 15,000.0 — Yoruba 87 134 108 76 265 407 230 300 30.4 244.8 Arabic, Egyptian 158 188 19.0 — Hebrew, Rabbinic 5 183 3,560.0 — Arabic, Levantine 248 154 –37.9 — Somali 4 46 81 131 61.7 — Aramaic, Rabbinic/ 8 12 9 124 1,277.8 — Talmudic/Targumic Akkadian 168 84 98 95 96 128 109 119 9.2 –29.2 Zulu 7 63 54 72 136 107 90 119 32.2 1,600.0 Malagasy 48 88 83.3 — Total 2,605 2,202 2,134 4,724 7,530 6,376 7,765 9,965 28.3 282.5 % change NA –15.5 –3.1 121.4 59.4 –15.3 21.8 28.3

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Table 9b Fall Enrollments in Fifteen Leading European Less Commonly Taught Languages in Selected Years % Change % Change 1974 1990 1995 2002 2006 2009 2013 2016 2013–16 1974–2016 Greek, Biblical 15 375 1,224 1,502 22.7 — Greek, Modern 533 835 538 804 1,323 1,982 1,137 785 –31.0 47.3 Polish 1,123 888 802 1,053 1,381 1,251 871 731 –16.1 –34.9 Greek, Koine 911 1,825 700 –61.6 — Norwegian 1,557 845 624 777 782 831 734 672 –8.4 –56.8 Swedish 1,396 1,051 726 736 722 758 732 656 –10.4 –53.0 Yiddish 1,079 347 656 438 976 331 251 405 61.4 –62.5 Greek, New Testament 193 1,064 378 –64.5 — Scandinavian 37 575 89 307 244.9 — Languages Slavic Languages 36 82 35 268 665.7 644.4 Dutch 456 507 364 375 445 516 347 264 –23.9 –42.1 Romanian/Rumanian 31 87 75 126 134 195 211 252 19.4 712.9 Finnish 134 96 92 162 150 116 383 250 –34.7 86.6 Irish 60 58 89 318 372 325 213 240 12.7 300.0 Czech 337 230 266 321 329 406 209 236 12.9 –30.0 Total 6,742 4,944 4,232 5,110 6,666 8,847 9,325 7,646 –18.0 13.4 % change NA –26.7 –14.4 20.7 30.5 32.7 5.4 –18.0

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Table 9c Fall Enrollments in Fifteen Leading Asian or Pacific Less Commonly Taught Languages in Selected Years % Change % Change 1974 1990 1995 2002 2006 2009 2013 2016 2013–16 1974–2016 Vietnamese 29 327 1,010 2,236 2,485 2,712 2,097 1,922 –8.3 6,527.6 Hindi 223 306 694 1,430 1,962 2,173 1,813 1,426 –21.3 539.5 Filipino/Pilipino/ 325 342 680 1,142 1,569 1,360 1,325 1,308 –1.3 302.5 Tagalog Mandarin 40 1,736 913 1,179 29.1 2,847.5 Armenian 121 255 217 607 774 747 693 1,134 63.6 837.2 Hindi-Urdu 161 125 263 427 393 631 533 698 31.0 333.5 Turkish 156 172 167 314 624 648 730 628 –14.0 302.6 Hmong 13 170 283 402 393 542 408 –24.7 — Indonesian 121 222 256 225 301 296 289 375 29.8 209.9 Sanskrit 402 251 377 487 616 481 347 332 –4.3 –17.4 Thai 71 192 278 330 307 317 292 321 9.9 352.1 Burmese 4 2 32 49 35 29 43 320 644.2 7,900.0 Urdu 41 90 88 152 349 330 351 315 –10.3 668.3 Chinese, Classical 74 108 205 185 298 61.1 — Cantonese 46 83 33 180 178 185 283 267 –5.7 480.4 Total 1,740 2,380 4,265 7,936 10,103 12,243 10,436 10,931 4.7 528.2 % change NA 36.8 79.2 86.1 27.3 21.2 –14.8 4.7

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Table 9d Fall Enrollments in Fifteen Leading Indigenous American Less Commonly Taught Languages in Selected Years Percentage Percentage Change Change 1974 1990 1995 2002 2006 2009 2013 2016 2013–16 1974–2016 Hawai‘ian 555 913 1,890 1,687 1,654 2,006 2,419 1,740 –28.1 213.5 Navajo 589 186 832 783 649 914 854 834 –2.3 41.6 Ojibwa/Ojibway/Ojibwe 95 233 321 270 633 700 443 503 13.5 429.5 Cherokee 15 57 73 118 306 348 433 441 1.8 2,840.0 Lakota 54 19 601 573 376 –34.4 596.3 Choctaw 14 8 63 168 193 214 184 –14.0 1,214.3 Dakota 37 227 102 184 80.4 397.3 Kiowa 77 82 121 77 168 118.2 — Crow 21 38 55 79 94 81 116 43.2 — Muskogee/Maskoke/ 20 132 179 143 149 116 –22.1 480.0 Creek Quechua/Kichwa 33 45 54 51 55 104 94 108 14.9 227.3 Languages Anishinabe 24 244 36 70 94 34.3 — Inupiaq 48 51 109 31 22 75 240.9 — Tohono O’odham 5 39 49 28 33 15 63 320.0 — Blackfeet 34 53 41 83 42 65 56 –13.8 — Total 1,412 1,550 3,300 3,401 4,288 5,593 5,611 5,058 –9.9 258.2 Percentage Change NA 9.8 112.9 3.1 26.1 30.4 0.3 –9.9

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Table 10 Number of Institutions Reporting Fall Enrollments, by Language Enrollments in Loss/Gain, Loss/Gain, Languages Other Than 2009 2013 2009–13 2016 2013–16 English in United States Institutions of Higher A'ani Nin / Gros 1 -1 1 1 Ventre Education, Summer 2016 and Fall 2016: African Languages 1 1 -1 Final Report Afrikaans 2 2 0 4 2 Ahtena/Ahtna 0 1 1 Akan 1 3 2 3 0 Akkadian 17 15 -2 17 2 Alaskan Languages 1 -1 0 Albanian 1 -1 2 2 Algonquin/ 0 1 1 Anishinaabemowin Alutiiq 0 1 1 American Sign 730 756 26 792 36 Language (ASL) Amharic 6 6 0 8 2 Anglo-Saxon 0 1 1 Anishinabe 2 3 1 3 0 Apache 2 1 -1 1 0 Arabian, Old South 1 1 -1 Arabic 565 589 24 567 -22 Arabic, Classical 12 6 -6 3 -3 Arabic, Egyptian 7 7 3 -4 Arabic, Gulf 1 1 -1 Arabic, Iraqi 2 1 -1 1 0 Arabic, Levantine 3 3 4 1 Arabic, Modern 11 11 14 3 Standard Arabic, Moroccan 0 1 1 Arabic, Qur'anic 3 -3 1 1 Arabic, Sudanese 1 1 0 2 1 Aramaic 17 20 3 18 -2 Aramaic, Ancient 1 1 2 1 Aramaic, Biblical 0 1 1 Aramaic, Modern 1 -1 0 Aramaic, Rabbinic/ 2 4 2 1 -3 Talmudic/ Targumic Arapahoe 5 4 -1 3 -1 Arikara 1 1 0 -1 Armenian 14 9 -5 11 2 Armenian, Classical 1 1 0 1 0 Armenian, Eastern 1 1 0 2 1 Armenian, Modern 2 2 1 -1 Armenian, Western 2 2 0 2 0

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Table 10 (cont.) Number of Institutions Reporting Fall Enrollments, by Language Enrollments in Loss/Gain, Loss/Gain, Languages Other Than 2009 2013 2009–13 2016 2013–16 English in United States Institutions of Higher A shanti-Twi 1 1 -1 Education, Summer Assiniboine 1 1 0 -1 2016 and Fall 2016: Athabaskan Languages 1 1 1 0 Final Report Aymara 1 -1 0 Azerbaijani 1 -1 0 Azeri 1 -1 0 Bamana 2 2 0 3 1 Bambara 1 1 -1 Basque 1 5 4 4 -1 Bengali/Bangla 12 11 -1 15 4 Blackfeet 1 3 2 1 -2 Bosnian 4 -4 0 Bosnian/Croatian/ 1 12 11 15 3 Serbian Bulgarian 2 4 2 2 -2 Burmese 3 4 1 8 4 Cambodian 1 2 1 2 0 Cantonese 8 11 3 9 -2 Catalan 11 9 -2 13 4 Cebuano 1 1 1 0 Celtic Languages 1 -1 0 Chamorro 1 1 0 1 0 Chechen 0 1 1 Cherokee 10 8 -2 8 0 Cheyenne 2 1 -1 -1 Cheyenne, Northern 1 1 0 1 0 Chichewa 2 1 -1 3 2 Chickasaw 0 1 1 Chinese 782 867 85 794 -73 Chinese, Classical 11 14 3 16 2 Chinese, Premodern 1 1 1 0 Chinook Wa Wa 2 2 -2 Chinyanja 1 -1 0 Chippewa/Cree 1 1 0 1 0 Choctaw 3 4 1 3 -1 Coeur D’Alene 1 1 0 -1 Comanche 1 -1 2 2 Coptic 3 5 2 3 -2 Cree 2 2 0 1 -1 Creole Languages 0 1 1 Creole, African 1 1 0 -1 Creole, Cape Verdean 3 2 -1 2 0 Creole, Haitian 7 14 7 16 2

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Table 10 (cont.) Number of Institutions Reporting Fall Enrollments, by Language Enrollments in Loss/Gain, Loss/Gain, Languages Other Than 2009 2013 2009–13 2016 2013–16 English in United States Institutions of Higher Creole, Jamaican/ 0 1 1 Education, Summer Patois 2016 and Fall 2016: Creoloid Languages 1 1 -1 Final Report Croatian 5 1 -4 -1 Crow 1 1 0 1 0 Czech 26 26 0 19 -7 Czech/Slovak 0 1 1 Dakota 5 6 1 6 0 Dakota/Lakota 3 3 0 2 -1 Danish 12 7 -5 8 1 Dari/Afghan Persian 3 2 -1 -2 Dena’ina/Tanaina 0 1 1 Dinka 1 -1 0 Dutch 19 23 4 17 -6 East Asian Languages 1 1 -1 Egyptian 7 3 -4 7 4 Egyptian, Ancient 2 2 5 3 Egyptian, Late 1 1 -1 Egyptian, Middle 3 6 3 3 -3 Eskimo 1 1 -1 Esperanto 1 -1 0 Estonian 1 2 1 2 0 Far Eastern Languages 1 1 -1 Farsi/Persian 67 73 6 73 0 Fijian 1 1 1 0 Filipino/Pilipino/ 35 31 -4 31 0 Tagalog Finnish 11 12 1 11 -1 French 1,642 1,608 -34 1,479 -129 French, Cajun 1 1 -1 French, Old 2 2 3 1 Fula 1 -1 0 Gaelic 1 3 2 3 0 Gaelic, Scottish 3 1 -2 1 0 Galician 1 1 -1 Georgian 4 2 -2 2 0 German 1,111 1,076 -35 990 -86 German, Middle High 5 1 -4 1 0 German, Old Low / 0 2 2 Saxon, Old German, Pennsylvania 0 1 1 German, Theological 3 3 0 2 -1 Gikuyu/Kikuyu 1 1 1 0 Greek 2 2 0 -2 (continued)

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Table 10 (cont.) Number of Institutions Reporting Fall Enrollments, by Language Enrollments in Loss/Gain, Loss/Gain, Languages Other Than 2009 2013 2009–13 2016 2013–16 English in United States Institutions of Higher Greek and Hebrew 2 2 2 0 Education, Summer Greek and Latin 2 5 3 1 -4 2016 and Fall 2016: Greek, Ancient 608 512 -96 479 -33 Final Report Greek, Biblical 15 41 26 51 10 Greek, Koine 12 39 27 29 -10 Greek, Modern 57 46 -11 41 -5 Greek, New Testament 7 28 21 17 -11 Greek, Old Testament 1 -1 0 Guarani 1 1 1 0 Gujarati 1 1 0 1 0 Haida 1 1 1 0 Hausa 5 3 -2 2 -1 Hawai‘ian 15 15 0 15 0 Hebrew 13 8 -5 3 -5 Hebrew, Biblical 308 259 -49 262 3 Hebrew, Biblical and 5 5 10 5 Modern Hebrew, Classical 1 3 2 -3 Hebrew, Modern 174 173 -1 158 -15 Hebrew, Rabbinic 2 2 2 0 Hidatsa 1 1 0 1 0 Hindi 66 61 -5 53 -8 Hindi-Urdu 14 14 0 21 7 Hittite 3 2 -1 3 1 Hmong 8 11 3 12 1 Ho-Chunk 1 1 0 1 0 Hungarian 13 11 -2 11 0 Icelandic 1 1 0 2 1 Icelandic, Old 1 1 -1 Igbo 3 5 2 5 0 Ilocano/Ilokano 1 2 1 2 0 Indonesia, Bahasa 1 1 1 0 Indonesian 19 14 -5 17 3 Indonesian, Malay 2 2 3 1 Ingwaeonic Languages 1 1 -1 Inuktitut 1 1 1 0 Inupiaq 1 1 0 2 1 Iranian Languages 2 2 0 -2 Iranian Languages, 1 1 1 0 Middle Iranian Languages, 1 -1 0 Old Irish 15 11 -4 11 0 Irish, Modern 3 7 4 7 0 (continued)

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Table 10 (cont.) Number of Institutions Reporting Fall Enrollments, by Language Enrollments in Loss/Gain, Loss/Gain, Languages Other Than 2009 2013 2009–13 2016 2013–16 English in United States Institutions of Higher Irish, Old 1 -1 0 Education, Summer Irish, Old and Middle 1 1 -1 2016 and Fall 2016: Italian 670 665 -5 609 -56 Final Report Japanese 711 707 -4 680 -27 Japanese, Classical 2 6 4 4 -2 Javanese 1 -1 0 Kannada 3 1 -2 1 0 Kazakh/Qazaq 2 5 3 3 -2 Khmer 4 8 4 8 0 Ki-Kongo 0 1 1 Kiksht 1 1 1 0 Kinyarwanda 0 1 1 Kiowa 2 1 -1 3 2 Kirgiz/Kyrgyz 1 -1 1 1 Kootenai 1 1 0 1 0 Korean 135 154 19 162 8 Kumeyaay 1 1 -1 Kurdish 1 1 0 2 1 Ladino 1 1 0 -1 Lakota 5 4 -1 4 0 Laotian 0 1 1 Latin 588 590 2 540 -50 Latin, Medieval 7 1 -6 1 0 Latvian 1 1 0 1 0 Lingala 1 1 0 2 1 Lithuanian 2 2 2 0 Luganda 1 1 -1 Luiseno 1 -1 1 1 Lushootseed 2 1 -1 -1 Lusoga/Soga 0 1 1 Luwian 0 1 1 Malagasy 2 2 2 0 Malay 1 4 3 2 -2 Malayalam 3 3 0 3 0 Maliseet Wabanaki 1 2 1 1 -1 Manchu 1 1 1 0 Mandan 1 -1 1 1 Mandarin 15 20 5 18 -2 Maninka 1 1 -1 Maori 2 2 0 3 1 Marathi 2 2 0 2 0 Mayan 3 -3 1 1 Mayan, Kaqchikel 1 1 -1 Mayan, Quiche 2 2 2 0 (continued)

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Table 10 (cont.) Number of Institutions Reporting Fall Enrollments, by Language Enrollments in Loss/Gain, Loss/Gain, Languages Other Than 2009 2013 2009–13 2016 2013–16 English in United States Institutions of Higher Mayan, Yucatec 2 2 1 -1 Education, Summer Menominee 1 1 0 -1 2016 and Fall 2016: Mixtecan Languages 0 1 1 Final Report Mohawk 1 -1 1 1 Mongolian 2 2 0 2 0 Muskogee/Maskoke/ 2 3 1 4 1 Creek Nahuatl Languages 1 -1 5 5 Nakoda 0 1 1 Nakona 1 1 0 1 0 Namibian Languages 1 -1 0 Native American 1 1 -1 Languages Navajo 14 9 -5 14 5 Near Eastern 1 1 2 1 Languages Nepali 4 7 3 4 -3 Nez Perce 2 1 -1 1 0 Norse 3 -3 0 Norse, Old 3 3 2 -1 Norwegian 21 19 -2 18 -1 Norwegian, Modern 2 2 -2 Nselxcin (Okanogan 1 1 1 0 and Nespelem) Ojibwa/Ojibway/ 16 19 3 18 -1 Ojibwe Okinawan 0 1 1 Omaha 1 1 0 1 0 Oneida 2 1 -1 -1 Osage 1 1 -1 Palenquero 1 1 -1 Pali 2 2 0 2 0 Pashto 4 9 5 2 -7 Pawnee 1 1 -1 Phoenician 1 1 -1 Pima 1 -1 0 Plains Indian Sign 1 1 -1 Language Polish 55 47 -8 48 1 Portuguese 221 238 17 225 -13 Potawatomi 0 1 1 Prakrit Languages 0 1 1 Pulaar 1 1 2 1 Punjabi 10 8 -2 9 1 (continued)

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Table 10 (cont.) Number of Institutions Reporting Fall Enrollments, by Language Enrollments in Loss/Gain, Loss/Gain, Languages Other Than 2009 2013 2009–13 2016 2013–16 English in United States Institutions of Higher Pushtu, Afghan 1 -1 1 1 Education, Summer Quechua/Kichwa 10 14 4 16 2 2016 and Fall 2016: Languages Final Report Romance Languages 2 2 3 1 Romanian/Rumanian 9 13 4 9 -4 Russian 453 437 -16 406 -31 Sahaptin Languages 1 2 1 2 0 Salish 2 1 -1 1 0 Samoan 3 4 1 3 -1 Sanskrit 32 28 -4 26 -2 Sanskrit, Vedic 2 1 -1 2 1 Scandinavian 7 5 -2 6 1 Languages Semitic Languages 1 1 -1 Semitic Languages, 1 1 -1 Ancient Serbian 4 -4 0 Serbian/Croatian 1 3 2 5 2 Serbo-Croatian 11 4 -7 3 -1 Sesotho 1 -1 0 Setswana 1 1 1 0 Shona 1 -1 0 Shoshoni 3 -3 2 2 Sign Language 3 3 6 3 Sinhala/Sinhalese/ 1 -1 1 1 Singhalese Slavic Languages 2 6 4 2 -4 Slavic, Church 1 1 0 -1 Slavic, Old Church 5 1 -4 1 0 Slavonic, Old Church 1 1 3 2 Slovak 3 2 -1 2 0 Slovene/Slovenian 3 3 0 2 -1 Somali 4 3 -1 3 0 Southeast Asian 0 1 1 Languages Spanish 2,264 2,228 -36 2,110 -118 Spanish, Pastoral 1 2 1 1 -1 Sumerian 5 7 2 6 -1 Swahili/Kiswahili 83 69 -14 67 -2 Swedish 30 25 -5 27 2 Syriac 4 4 0 3 -1 Tahitian 1 1 0 1 0 Taiwanese 3 3 0 2 -1 Tajik 2 1 -1 1 0 (continued)

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Table 10 (cont.) Number of Institutions Reporting Fall Enrollments, by Language Enrollments in Loss/Gain, Loss/Gain, Languages Other Than 2009 2013 2009–13 2016 2013–16 English in United States Institutions of Higher Tamil 9 7 -2 8 1 Education, Summer Tati 0 1 1 2016 and Fall 2016: Telugu 7 4 -3 2 -2 Final Report Thai 18 23 5 20 -3 Tibetan 13 17 4 17 0 Tibetan, Classical 3 2 -1 2 0 Tigrinya 1 -1 1 1 Tlingit 2 2 2 0 Tocharian Languages 1 1 -1 Tohono O’odham 2 1 -1 1 0 Tonga 1 -1 0 Tongan 2 3 1 3 0 Tsimshian 0 1 1 Tswana 1 -1 0 Turkic Languages 1 -1 0 Turkic, Ancient 0 1 1 Turkic, Old 1 1 -1 Turkish 44 48 4 47 -1 Turkish, Middle 0 1 1 Turkish, Ottoman 1 2 1 3 1 Twi 3 9 6 6 -3 Ugaritic 4 1 -3 2 1 Ukrainian 13 12 -1 14 2 Urdu 17 17 0 20 3 Uyghur 3 4 1 3 -1 Uzbek 8 6 -2 4 -2 Vedic 1 1 -1 Vietnamese 54 44 -10 45 1 Welsh 5 4 -1 3 -1 Welsh, Early 1 -1 0 Welsh, Middle 1 1 -1 Wolof 14 15 1 10 -5 Xhosa 5 2 -3 1 -1 Xwlemi (Lummi) 1 -1 0 Yaqui 1 -1 0 Yiddish 20 24 4 19 -5 Yoruba 16 15 -1 18 3 Yup’ik/Yupic 1 1 2 1 Yurok 1 1 -1 Zapotec Languages 1 -1 0 Zulu 14 13 -1 11 -2 Zuni 1 2 1 -2 Total 12,385 12,384 -1 11,733 –651

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Table 11a Number of Institutions Reporting Fall Enrollments in the Fifteen Most Commonly Taught Enrollments in Languages, for All Program Levels Combined Languages Other Than 1990 2009 2016 % Change, 1990–2016 English in United States Institutions of Higher American Sign Language 23 730 792 3,343.5 Education, Summer Arabic1 137 583 596 335.0 2016 and Fall 2016: Chinese 412 782 794 92.7 Final Report French 1,836 1,642 1,479 –19.4 German 1,356 1,111 990 –27.0 Greek, Ancient2 655 643 576 –12.1 Hebrew, Biblical3 261 309 264 1.1 Hebrew, Modern 156 174 158 1.3 Italian 543 670 609 12.2 Japanese 657 711 680 3.5 Korean 50 135 162 224.0 Latin 556 588 540 –2.9 Portuguese 146 221 225 54.1 Russian 626 453 406 –35.1 Spanish 2,122 2,264 2,110 –0.6 Number of institutions reporting in 2016: 2,547. 1. Includes enrollments reported under “Arabic,” “Arabic, Algerian,” “Arabic, Classical,” “Arabic, Egyptian,” “Arabic, Gulf,” “Arabic, Iraqi,” “Arabic, Levantine,” “Arabic, Modern Standard,” “Arabic, Moroccan,” “Arabic, Qur’anic,” “Arabic, Sudanese,” and “Arabic, Syrian.” 2. Includes enrollments reported under “Greek, Ancient,” “Greek, Biblical,” “Greek, Koine,” “Greek, New Testament,” and “Greek, Old Testament.” Excludes enrollments reported under “Greek,” “Greek and Hebrew,” and “Greek and Latin.” 3. Includes enrollments reported under “Hebrew, Biblical,” “Hebrew, Classical,” and “Hebrew, Rabbinic.” Excludes enrollments reported under “Hebrew” and “Hebrew, Biblical and Modern.”

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the modern language association of america 84 American Sign Language Sign American Arabic 3. 2. 1. Level by Program Taught Most Languages, Commonly Fifteen the in Enrollments Fall Reporting of Institutions Number 11b Table Hebrew, Modern Hebrew, Biblical Chinese Italian French Japanese German Korean Ancient Greek, Latin Portuguese Russian Spanish Number of institutions reporting in 2016: in 2,547. reporting of institutions Number Standard,” “Arabic, Moroccan,” “Arabic, Qur’anic,” “Arabic, Sudanese,” and “Arabic, Syrian.” and “Arabic, Qur’anic,” “Arabic, Moroccan,” “Arabic, Sudanese,” Standard,” Includes enrollments reported under “Arabic,” “Arabic, Algerian,” “Arabic, Classical,” “Arabic, Egyptian,” “Arabic, Gulf,” “Arabic, Modern “Arabic, Iraqi,” “Arabic, “Arabic, Levantine,” Egyptian,” “Arabic,” “Arabic, Classical,” under “Arabic, Algerian,” reported enrollments Includes and Modern.”and Includes enrollments reported under “Hebrew, Biblical,” “Hebrew, Classical,” and “Hebrew, Rabbinic.” Excludes enrollments reported under “Hebrew” and “Hebrew, Biblical “Hebrew, and Biblical “Hebrew” under reported enrollments “Hebrew, Excludes and “Hebrew, Rabbinic.” under “Hebrew, Biblical,” Classical,” reported enrollments Includes Includes enrollments reported under “Greek, Ancient,” “Greek, Biblical,” “Greek, Koine,” “Greek, New Testament,” and “Greek, Old Testament.” Excludes enrollments reported reported Testament,” Koine,” Old New “Greek, Testament.” Biblical,” enrollments “Greek, Ancient,” “Greek, “Greek, “Greek, and under Excludes reported enrollments Includes under “Greek,” Hebrew,”under and Latin.” “Greek and “Greek and

Enrollments in 1

Languages Other Than

English in United States 2 Institutions of Higher 3 Education, Summer 2016 and Fall 2016: 1990

127 621 154 365

12 119 Final Report 791 12 16 20 21 53

40 3 5 2009 372 113 154 169 463 175 264

808

13 20 49 28 78 1 5 Two-Year 2016 352 106 141 131 397 167 221

704

11 25 26 24 68 1 1 1990–2016 % Change, % Change, 2,833.3

–66.7 –93.8 430.0 –47.6 166.0 –36.1 –39.5 400.0 –35.0 100.0 –42.9 –11.0

3.1 8.4

1,209

1,317 1990

158 558 110 132 355 414 498 983

505 129 502 10 45

1,174

1,444 2009 353 225 557 460 158 624 500 534 841 113 528 190 372 Four-Year

1,081

1,397 2016 436 187 501 482 146 649 477 513 766 135 501 199 337 1990–2016 % Change, % Change, 4,260.0

–10.2 338.2

–10.6 –22.1 200.0

–32.9

18.4 10.6 82.8 15.2

–0.8 54.3

3.0 6.1 1990

123 169

204 163

238

36 28 46 67 55

89 40 83 2 6 2009

134 179

178 119

277 31 55 17 49 46 44 17 94 40 49 Graduate 2016

117 174

147 106

242 23 53 17 59 52 50 26 81 35 44 1990–2016 % Change, % Change, 1,050.0

–39.3 –22.4 –27.9 –35.0 333.3

–12.5 –47.0

–4.9 47.2 28.3 –9.1 –9.0

3.0 1.7

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Table 11c Percentage of Institutions Reporting Fall Enrollments in the Enrollments in Fifteen Most Commonly Taught Languages Languages Other Than 1990 2009 2016 English in United States Institutions of Higher American Sign Language 1.0 29.2 34.0 Education, Summer Arabic1 5.7 23.3 25.6 2016 and Fall 2016: Chinese 17.2 31.3 34.1 Final Report French 76.5 65.6 63.5 German 56.5 44.4 42.5 Greek, Ancient2 27.3 25.7 24.7 Hebrew, Biblical3 10.9 12.4 11.3 Hebrew, Modern 6.5 7.0 6.8 Italian 22.6 26.8 26.2 Japanese 27.4 28.4 29.2 Korean 2.1 5.4 7.0 Latin 23.2 23.5 23.2 Portuguese 6.1 8.8 9.7 Russian 26.1 18.1 17.4 Spanish 88.5 90.5 90.6 Number of institutions on 2,399 2,502 2,328 which percentages are based 1. Includes enrollments reported under “Arabic,” “Arabic, Algerian,” “Arabic, Classical,” “Arabic, Egyptian,” “Arabic, Gulf,” “Arabic, Iraqi,” “Arabic, Levantine,” “Arabic, Modern Standard,” “Arabic, Moroccan,” “Arabic, Qur’anic,” “Arabic, Sudanese,” and “Arabic, Syrian.” 2. Includes enrollments reported under “Greek, Ancient,” “Greek, Biblical,” “Greek, Koine,” “Greek, New Testament,” and “Greek, Old Testament.” Excludes enrollments reported under “Greek,” “Greek and Hebrew,” and “Greek and Latin.” 3. Includes enrollments reported under “Hebrew, Biblical,” “Hebrew, Classical,” and “Hebrew, Rabbinic.” Excludes enrollments reported under “Hebrew” and “Hebrew, Biblical and Modern.”

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Table 12a Percentage of All Programs with Decreasing, Stable, or Increasing Enrollments between Enrollments in Fall 2013 and Fall 2016 Languages Other Than % of Programs with Enrollments English in United States % Change in Stable or Decreasing Stable* Increasing Institutions of Higher Enrollments Increasing Education, Summer American Sign Language –2.3 46.6 6.3 47.1 53.4 2016 and Fall 2016: Arabic1 –5.9 48.5 14.8 36.7 51.5 Final Report Chinese –13.1 52.5 19.0 28.4 47.5 French –11.1 58.5 13.3 28.2 41.5 German –7.1 52.9 14.1 33.0 47.1 Greek, Ancient2 –21.8 51.1 22.2 26.6 48.9 Hebrew, Biblical3 –23.9 46.3 19.4 34.4 53.8 Hebrew, Modern –17.6 58.4 16.3 25.3 41.6 Italian –20.1 66.8 10.4 22.9 33.2 Japanese 3.1 42.6 12.3 45.1 57.4 Korean 13.7 25.0 10.8 64.2 75.0 Latin –8.6 52.9 14.8 32.3 47.1 Portuguese –20.8 59.5 12.8 27.7 40.5 Russian –7.4 51.4 15.5 33.1 48.6 Spanish –9.8 63.7 5.1 31.3 36.3 Other languages 0.2 51.8 12.6 35.7 48.3 Total –9.2 54.5 12.5 33.0 45.5 Number of institutions reporting in 2016: 2,547. *No change includes +/- 2. 1. Includes enrollments reported under “Arabic,” “Arabic, Algerian,” “Arabic, Classical,” “Arabic, Egyptian,” “Arabic, Gulf,” “Arabic, Iraqi,” “Arabic, Levantine,” “Arabic, Modern Standard,” “Arabic, Moroccan,” “Arabic, Qur’anic,” “Arabic, Sudanese,” and “Arabic, Syrian.” 2. Includes enrollments reported under “Greek, Ancient,” “Greek, Biblical,” “Greek, Koine,” “Greek, New Testament,” and “Greek, Old Testament.” Excludes enrollments reported under “Greek,” “Greek and Hebrew,” and “Greek and Latin.” 3. Includes enrollments reported under “Hebrew, Biblical,” “Hebrew, Classical,” and “Hebrew, Rabbinic.” Excludes enrollments reported under “Hebrew” and “Hebrew, Biblical and Modern.”

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Table 12b Percentage of Introductory Undergraduate Programs with Decreasing, Stable, or Enrollments in Increasing Enrollments between Fall 2013 and Fall 2016 Languages Other Than % of Programs with Enrollments English in United States % Change in Stable or Decreasing Stable* Increasing Institutions of Higher Enrollments Increasing Education, Summer American Sign Language –1.4 47.2 5.9 46.9 52.8 2016 and Fall 2016: Arabic1 –6.2 50.1 15.1 34.9 49.9 Final Report Chinese –15.3 57.2 14.1 28.8 42.8 French –10.6 58.7 10.5 30.8 41.3 German –7.1 52.1 13.5 34.4 47.9 Greek, Ancient2 –21.7 49.9 22.5 27.6 50.1 Hebrew, Biblical3 18.3 47.5 16.0 36.5 52.5 Hebrew, Modern –10.3 57.4 16.0 26.6 42.6 Italian –20.8 66.5 10.3 23.3 33.5 Japanese 5.4 40.1 12.7 47.2 59.9 Korean 21.5 25.6 10.5 64.0 74.4 Latin –8.9 53.8 15.4 30.8 46.2 Portuguese –22.0 61.1 11.3 27.5 38.9 Russian –5.5 47.5 20.2 32.3 52.5 Spanish –9.8 62.1 5.4 32.5 37.9 Other languages –6.9 51.2 11.2 37.6 48.8 Total –8.9 54.5 11.6 33.9 45.5 Number of institutions reporting in 2016: 2,547. *No change includes +/- 2. 1. Includes enrollments reported under “Arabic,” “Arabic, Algerian,” “Arabic, Classical,” “Arabic, Egyptian,” “Arabic, Gulf,” “Arabic, Iraqi,” “Arabic, Levantine,” “Arabic, Modern Standard,” “Arabic, Moroccan,” “Arabic, Qur’anic,” “Arabic, Sudanese,” and “Arabic, Syrian.” 2. Includes enrollments reported under “Greek, Ancient,” “Greek, Biblical,” “Greek, Koine,” “Greek, New Testament,” and “Greek, Old Testament.” Excludes enrollments reported under “Greek,” “Greek and Hebrew,” and “Greek and Latin.” 3. Includes enrollments reported under “Hebrew, Biblical,” “Hebrew, Classical,” and “Hebrew, Rabbinic.” Excludes enrollments reported under “Hebrew” and “Hebrew, Biblical and Modern.”

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Table 12c Percentage of Advanced Undergraduate Programs with Decreasing, Stable, or Increasing Enrollments in Enrollments between Fall 2013 and Fall 2016 Languages Other Than % of Programs with Enrollments English in United States % Change in Stable or Decreasing Stable* Increasing Institutions of Higher Enrollments Increasing Education, Summer American Sign Language –3.6 39.8 8.1 52.2 60.2 2016 and Fall 2016: Arabic1 –2.3 37.1 30.3 32.7 62.9 Final Report Chinese –7.2 42.5 23.1 34.4 57.5 French –13.6 48.6 21.4 30.0 51.4 German –6.5 44.3 24.8 30.8 55.7 Greek, Ancient2 –18.6 32.8 42.8 24.4 67.2 Hebrew, Biblical3 –57.4 37.0 34.3 28.7 63.0 Hebrew, Modern –42.4 34.1 36.4 29.5 65.9 Italian –14.2 45.3 22.8 31.8 54.7 Japanese –7.1 39.3 24.0 36.7 60.7 Korean 5.3 33.0 25.0 42.0 67.0 Latin –11.7 36.0 34.2 29.7 64.0 Portuguese –14.9 50.0 24.2 25.8 50.0 Russian –12.3 43.2 25.7 31.1 56.8 Spanish –9.5 55.9 11.2 32.9 44.1 Other languages 36.2 39.8 27.7 32.5 60.2 Total –9.7 44.7 23.1 32.2 55.3 Number of institutions reporting in 2016: 2,547. *No change includes +/- 2. 1. Includes enrollments reported under “Arabic,” “Arabic, Algerian,” “Arabic, Classical,” “Arabic, Egyptian,” “Arabic, Gulf,” “Arabic, Iraqi,” “Arabic, Levantine,” “Arabic, Modern Standard,” “Arabic, Moroccan,” “Arabic, Qur’anic,” “Arabic, Sudanese,” and “Arabic, Syrian.” 2. Includes enrollments reported under “Greek, Ancient,” “Greek, Biblical,” “Greek, Koine,” “Greek, New Testament,” and “Greek, Old Testament.” Excludes enrollments reported under “Greek,” “Greek and Hebrew,” and “Greek and Latin.” 3. Includes enrollments reported under “Hebrew, Biblical,” “Hebrew, Classical,” and “Hebrew, Rabbinic.” Excludes enrollments reported under “Hebrew” and “Hebrew, Biblical and Modern.”

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Table 12d Percentage of Graduate Programs with Decreasing, Stable, or Increasing Enrollments Enrollments in between Fall 2013 and Fall 2016 Languages Other Than % of Programs with Enrollments English in United States % Change in Stable or Decreasing Stable* Increasing Institutions of Higher Enrollments Increasing Education, Summer American Sign Language –30.9 31.3 40.6 28.1 68.8 2016 and Fall 2016: Arabic1 –15.9 41.9 33.9 24.2 58.1 Final Report Chinese 6.5 36.6 31.0 32.4 63.4 French –12.0 44.8 30.4 24.9 55.2 German –12.0 38.9 38.1 23.0 61.1 Greek, Ancient2 –23.4 43.0 31.4 25.6 57.0 Hebrew, Biblical3 –22.5 46.4 18.5 35.1 53.6 Hebrew, Modern –53.5 42.9 35.7 21.4 57.1 Italian –1.6 43.3 28.3 28.3 56.7 Japanese –14.8 35.7 50.0 14.3 64.3 Korean –69.9 19.4 61.3 19.4 80.6 Latin 10.1 32.4 40.0 27.6 67.6 Portuguese –30.2 49.0 28.6 22.4 51.0 Russian –14.0 36.1 42.6 21.3 63.9 Spanish –14.3 48.1 22.0 29.8 51.9 Other languages 15.7 39.6 19.8 40.7 60.4 Total –16.0 41.9 30.6 27.5 58.1 Number of institutions reporting in 2016: 2,547. *No change includes +/- 2. 1. Includes enrollments reported under “Arabic,” “Arabic, Algerian,” “Arabic, Classical,” “Arabic, Egyptian,” “Arabic, Gulf,” “Arabic, Iraqi,” “Arabic, Levantine,” “Arabic, Modern Standard,” “Arabic, Moroccan,” “Arabic, Qur’anic,” “Arabic, Sudanese,” and “Arabic, Syrian.” 2. Includes enrollments reported under “Greek, Ancient,” “Greek, Biblical,” “Greek, Koine,” “Greek, New Testament,” and “Greek, Old Testament.” Excludes enrollments reported under “Greek,” “Greek and Hebrew,” and “Greek and Latin.” 3. Includes enrollments reported under “Hebrew, Biblical,” “Hebrew, Classical,” and “Hebrew, Rabbinic.” Excludes enrollments reported under “Hebrew” and “Hebrew, Biblical and Modern.”

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Table 13 Number of Bachelor’s Degrees Granted for First and Second Majors in Fourteen Most Enrollments in Commonly Taught Languages, with Number of Institutions Languages Other Than Language 2009 2013 2016 Percentage Change 2013–16 English in United States Institutions of Higher American Sign Language Degrees Granted 281 463 552 19.2 Education, Summer Institutions 32 40 43 7.5 2016 and Fall 2016: Arabic Final Report Degrees Granted 118 222 215 –3.2 Institutions 14 22 28 27.3 Chinese Degrees Granted 514 706 648 –8.2 Institutions 60 75 84 12.0 French Degrees Granted 3,669 3,539 2,843 –19.7 Institutions 547 530 473 –10.8 German Degrees Granted 1,536 1,389 1,237 –10.9 Institutions 322 307 279 –9.1 Greek, Ancient/Classical Degrees Granted 49 48 33 –31.3 Institutions 21 27 15 –44.4 Hebrew, Modern Degrees Granted 76 69 9 –87.0 Institutions 12 14 6 –57.1 Italian Degrees Granted 486 464 325 –30.0 Institutions 92 94 91 –3.2 Japanese Degrees Granted 722 899 742 –17.5 Institutions 67 76 77 1.3 Korean Degrees Granted 27 52 58 11.5 Institutions 5 6 6 0.0 Latin Degrees Granted 126 126 78 –38.1 Institutions 52 49 31 –36.7 Portuguese Degrees Granted 61 84 77 –8.3 Institutions 16 22 20 –9.1 Russian Degrees Granted 466 564 451 –20.0 Institutions 114 106 96 –9.4 Spanish Degrees Granted 13,252 12,594 10,511 –16.5 Institutions 827 807 787 –2.5 Total Degrees Granted 21,383 21,219 17,779 –16.2 Institutions 946 946 935 –1.2 These numbers are calculated from data files in the IPEDS data center: nces.ed.gov/ipeds/use-the-data. The languages in the table correspond to the following CIP codes: American Sign Language (16.1601, 16.1602, 16.1603, and 16.1699), Arabic (16.1101), Chinese (16.0301), French (16.0901), German (16.0501), Greek, Ancient/Classical (16.1202), Hebrew, Modern (16.1102), Italian (16.0902), Japanese (16.0302), Korean (16.0303), Latin (16.1203), Portuguese (16.0904), Russian (16.0402), Spanish (16.0905). Biblical Hebrew is included within the CIP code 16.1103, Ancient Near Eastern and Biblical Languages, Literatures, and Linguistics, and since this category includes languages other than Biblical Hebrew, it could not be used. For this reason Biblical Hebrew is not included in the above table. The institution counts exclude institutions that reported zero language degree completions in a given year.

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